Move over, traditional career guides. In an era where jobs can involve managing virtual economies, designing sustainable cities, or programming artificial intelligence, the classic career path aren’t kids’ only option. For the next generation navigating a world of limitless career possibilities, the well-meaning advice to “follow your passion” can feel overwhelming without a map. Now, a wave of adults with truly fascinating jobs are throwing that map wide open. They’re stepping out of their labs, studios, and field sites to share the real, unfiltered career advice they wish they’d had – not just about how to land the job, but how to build a life of curiosity, resilience, and purpose. This is more than career day; it’s a mentorship movement designed to inspire the innovators, problem-solvers, and dreamers of tomorrow.

Search the keyword #careerday to find more articles like this.

What’s your name and give us the elevator pitch about your job.

Morten Holm, Danish architect and partner in Archiland Intl. where we, with our 100-people team do sustainable master plan and architecture design. And for the last five years, also now founder and co-CEO of the Green School at FunFarmFam. Below, I will share a bit on what we, our fantastic team of 15 people of educators, free-ranging animal caretakers, tree keepers and farm to table kitchen people are doing.

Overall, we call this “Learning Beyond the Classroom.” Yes, and now you may say, “WHAT!?” Well, imagine everything surrounding actually is also a place to do joyful, engaging play-based learning, using real-life environments to deepen our understanding of our lives and the surrounding world. Yes, you may still say, “WHAT!?” Okay, but picture this: This weekend activity we will start in the field, introduce “tuber plant” families and their niche in the eco system, study their strategy for growing, take a few leaves, study their green corn photosynthesis under our portable microscope, dig up the sweet potato “tubers,” bring them back to our indoor classroom, clean them up and twist and test your own recipe to your likings of a cupcake or quiche; while they are baking, we will venture back out and serve the leftovers to the goats or the chickens. That’s Learning Beyond the Classroom.

Could you walk me through a typical day or week in your role? What are your primary responsibilities?

I primarily work as a mentor (guiding and assisting learners) and creator (what and how to do) for the new or special activities. And then everything related to the new design, from the biggest landscape to the smallest poster.

Since our activities relate to real-world learning, seasons, nature etc., every week is basically slightly different.

Monday to Tuesday: I (and the team) may be preparing for visiting schools coming and the weekend activities. This means assisting educators on how to run the activity, subjects to share, how to manage the group size, weather, safety issues and so on.

Wednesday to Friday: I would maybe go to a school campus, doing an immersive school garden class together with a group of fantastic high school students, teaching elementary school students and/or visiting schools and running activities at Green School/farm for a  whole-day activity like the one mentioned above.

Saturday to Sunday: We will have families or students doing seasonal indoor/outdoor activities. Activities combine great things of interest in our field, nature, farm, using the materials here to do craft, woodwork, design thinking and, of course, food literacy/cooking tasty things!

What is the most rewarding or fulfilling part of your work? What problems do you get to solve? On the flip side, what are the most significant challenges or stressful aspects of your job?

Greatest Joy – and it by far outweighs challenges:

• Being in close contact with seasons in nature and with the modest hope that our example is inspirational to others.
• The immediate sheer joy of families and students coming here. Instantly rewarding as compared to architecture.

Greatest Challenge:

• Climate change makes growing ecological fruits/vegetables harder as well as running the part of outdoor activities more unpredictable.
• And changing the “comfort convenience” culture of some people who are not from the Nordic countries. The joy of outdoor life is really for ALL seasons!

How did you get to where you are today? You can talk about your educational route, pivotal moments, unplanned detours and any other decisions that you find important.

I was extremely lucky to come into a family of open-minded parents – that we don’t get to choose, right? This means travelling by a heavily packed car, two siblings plus me in the back seat, low-budget, heavy impractical tent across Europe in all childhood summer holidays, and getting to meet “the world” at an eye level from early on.

Later on when I was 16, I was doing the same but now on my own: backpacking, low-budget train trips, sleeping very rough across Europe for a month before mobiles, SoMe and credit cards, learning by doing on how to get by and meeting new European friends.

And later, I went on to study in the school of architecture for five years, but every summer break I was persistent enough – walking with my portfolio from studio to studio – to get internships at design studios in Denmark, Sweden and Spain. These practical experiences taught me that distant university handbook theory, to me at least, can only bring you to a certain level of knowledge, but truly understanding was far better deployed or internalized when I experienced this in a real-life context.

I guess the most pivotal moment was when I got a message from my university classmate: Come to Japan and work with me – yes, still before the wide internet and mobiles. I said yes, resigned from my first real job at a “hot” architecture studio, went to Tokyo, and shared a humble tatami room with an English-teaching Londoner I had never met before – but I learned immensely from this three-month collaboration.

In other words, a lot of growth – maybe the biggest leaps – came from whenever I was being a bit out of my comfort zone.

Knowing what you know now, if you could go back and give one piece of advice to your teenage self about work and life, what would it be?

1. Follow your own path. Gaining experience looks different to each one of us. Create your own mold, off or on “school.”

It took me quite a long time to build enough confidence to listen to myself rather than others when making choices…

2. Follow your passion and spend time following your curiosity, even if it means being a nerd, deviating from the course or not speeding through the education system.

It took me quite some time to take risks, to explore alternative ways of learning about the world and myself after schoolwork, travels, internships etc.

3. Follow and unfollow(!) your peers. Value the work of collaboration. Embrace difference and sharing exchanges.

It took me quite some time to understand the value of alternating between inspirational leading and also to fall back and be a strong team player.

Images: Morten Holm

As parents, we all want our children to grow up confident, resilient, and motivated. But did you know that the way we speak to them—whether praising their efforts or addressing challenges—can shape their self-perception and future success? Research in child psychology and education shows that strength-based language—focusing on abilities rather than shortcomings—helps children develop a growth mindset, boosts self-esteem, and fosters a love for learning.

Why Strength-Based Language Works

1. Science-Backed Benefits

Studies have found that children who receive specific, strengths-focused feedback perform better academically and emotionally. For example:

• A Harvard University study (Gunderson et al., 2013) found that praising effort (“You worked really hard on this!”) rather than innate ability (“You’re so smart!”) encourages persistence in challenges.
• Research in Frontiers in Psychology (Yeager & Dweck, 2012) shows that a growth mindset—reinforced by strength-based language—helps students embrace mistakes as learning opportunities.
• A University of Chicago study (Rowe & Leech, 2019) revealed that children whose teachers used positive framing were more engaged and less anxious about failure.

2. Real-Life Impact: A Parent’s Story

*Mrs. Z, a mother of a 9-year-old, noticed her son, Leo, was frustrated with math. Instead of saying, “Why can’t you get this right?” she tried, “I see how carefully you’re solving these problems. Let’s figure out where you’re stuck.” Within weeks, Leo’s confidence improved—and so did his grades.*

How to Use Strength-Based Language at Home

Replace Deficit Talk

• Instead of: “You’re not good at reading.”
• Try: “You’re improving every day—let’s find books you love!”

Highlight Effort, Not Just Results

• “I noticed how you kept trying even when it was hard—that’s how we learn!”

Ask Strength-Based Questions

• “What’s something you did well today?”
• “What are you most proud of?”

Collaborate with Teachers

• Share your child’s strengths with educators to create a consistent, encouraging environment.

Small Shifts, Big Changes

Words shape reality. By focusing on what children can do—rather than what they can’t—we help them build resilience, curiosity, and confidence.

Try This Today:

Notice one strength in your child and name it. For example: “You’re such a creative problem-solver!” See how they respond.

Images: Created by Takayo Kajina using Canva AI, PicCollage, Meera Raghum, Freepik

I’ve spent the last four years of my teaching career in China, and the experience has been nothing short of exceptional. One event I’ve come to expect each year—no matter the school or city—is the parent-teacher conference (PTC). It’s a global constant for educators. PTCs come around at least twice a year and are always full of surprises—it’s like a surprise two-episode season of your favorite drama series, just with more data and fewer plot twists.

At nearly every PTC I’ve attended in China, one concern rises to the surface again and again: parents are worried about their child’s English language development. Some are especially determined for their child to speak English like a native speaker or read at or above grade level. I understand and respect those expectations. However, one question I always find myself asking is: What does the child’s English environment look like outside of school?

See, native English speakers are immersed in the language daily—at home, in school, on social media, in stores, on signs, through casual conversations. The language surrounds them, constantly feeding their development without deliberate effort. In contrast, many students here in China only encounter English for about 90 minutes during their school day. Once they go home, the exposure often stops completely.

If we want students to develop like native speakers, we have to be honest about one thing: language growth comes from consistent input and output. If your child spends 22.5 out of 24 hours a day hearing and speaking Chinese, guess which language they’ll naturally improve in? (No, not Spanish—just kidding—it’s going to be Chinese, of course.)

So, what can parents do? The goal is to create an English environment at home—one that simulates the kind of daily exposure native speakers enjoy. Here are some suggestions to help you get started:

• Watch English-language cartoons or shows that are age-appropriate. This strengthens listening and familiarizes children with natural expressions.
• Give simple instructions in English, such as “Please close the door,” or “Turn off the light.” This introduces routine phrases.
• Create a sight word wall at home with commonly used words that your child will see and use daily.
• Read books together and discuss them. Ask questions about the story to build comprehension and vocabulary.
• Set a daily “English Hour” in which only English can be spoken at home. Be ready, though—kids will get clever and try to stay quiet to avoid speaking. When that happens, ask them silly questions or play interactive games that require a response, like charades or “Would You Rather” questions in English.
• Start a small English book club with their peers. Reading and talking with friends make learning more engaging and social.
• Find a language buddy—and if you don’t speak English yourself, you can always call Mr. Solomon, your favorite teacher’s favorite teacher.

Creating a home environment that supports English doesn’t mean replacing your native language—it means giving your child the tools to thrive in both. With a little intentionality and a lot of encouragement, your home can become one of the most powerful classrooms your child ever steps into.

Check out Malcolm Solomon’s book Choosing the Best International School for Your Child, where he dives into the world of international education in China and how to find the school that’s the perfect fit for your child.

Images: Malcolm Solomon, Freepik

Summer is a wonderful opportunity for children to explore new interests and develop skills outside the traditional classroom setting. However, without planning, the “summer slide” – a decline in academic skills – can occur. Summer is also a crucial time for families to reconnect, recharge, and refresh. Engaging in meaningful activities during the summer is essential for the well-being of students, fostering both emotional and physical health.

Here are some fun and engaging ways to keep your kids active and learning during the summer, particularly in Beijing.

1. Outdoor Adventures

Encouraging kids to explore nature is a fantastic way to build observational and critical thinking skills. Activities like family nature walks, scavenger hunts, or bike rides in parks like Beijing Botanical Garden or Chaoyang Park promote physical fitness while allowing families to bond over shared experiences. Spending time outdoors has been shown to reduce stress and improve mood, contributing to overall well-being.

2. Creative Arts

Art projects not only foster creativity but also help improve fine motor skills. Look for local workshops or classes in Beijing. Alternatively, online platforms like Skillshare provide art and craft classes that families can do together at home. Engaging in creative activities can enhance emotional expression and boost self-esteem.

3. Science Experiments

Make learning fun with simple science experiments that can be done as a family. Websites like Science Buddies offer a variety of projects that require minimal materials. Engaging in these activities together enhances teamwork and curiosity and can also stimulate cognitive development.

4. Language Learning

Summer is a great time to explore new languages together. Look for schools that offer summer camps using drama, public speaking, or other fun activities to develop language skills. Additionally, apps like Duolingo can be excellent resources for at-home learning. Learning a new language can improve cognitive function and cultural awareness.

5. Sports and Team Activities

Engaging in sports not only builds physical skills but also teaches teamwork and discipline. Look for local youth sports leagues or family-friendly activities available in your community. Websites like Meetup can help connect you with sports groups in Beijing.

Jingkids also has plenty of WeChat groups with like-minded parents where you can get ideas and information and set up playdates for your kids. Add TBJButler on WeChat to be added.

6. Household Chores

Involve your kids in household chores to teach them valuable life skills. Assign age-appropriate tasks such as cooking, cleaning, or gardening. This not only helps in developing responsibility but also fosters teamwork and family bonding. Engaging in chores can instill a sense of accomplishment and contribute to overall family well-being.

7. Reading Challenges

Consider setting up a family reading challenge. Encourage each family member to select books that interest them, and perhaps join a local library’s summer program. Online platforms like Epic! offer a vast library of books and audiobooks for everyone to enjoy together. Reading can enhance empathy and improve cognitive skills, which are vital for emotional health.

8. Travel as a Learning Experience

Whether traveling within China or abroad, use the opportunity to enhance learning. Encourage kids to research destinations, learn about local customs and practice language skills. For example, visiting historical sites like the Great Wall or museums can provide context for what they’ve learned in school. Encourage them to keep a travel journal to document their experiences and reflections, making the trip both educational and memorable.

By integrating fun and educational activities into your summer plans, you can help your children develop valuable skills while enjoying quality family time. Emphasizing exploration, creativity, and learning without stress is not only beneficial for academic growth but also essential for the overall well-being of students. Allow your family to thrive during these sunny months!

Images: SENIA, Freepik, Pexels

Are you as curious about who’s shaping the young minds of our kids as we are? We’re sitting down with teachers and staff from Beijing’s vibrant international schools to learn more about their unique stories, experiences, and perspectives. From the challenges of adapting to a new culture to the joys of building connections across borders, these conversations will shine a light on those who make up our education community. Whether you’re part of an international school yourself or simply curious about life in Beijing’s globalized education hubs, join us as we get to know the people behind the classrooms, hallways, and campuses that shape this extraordinary world.

This week’s #BeijingEducators features Dr. Benita Sumita, associate curriculum director at Tsinghua International School (THIS).

I first met Dr. Sumita back in 2017 and was immediately taken by her charisma and the politeness of her young son. Years later, I had the privilege of training her students at the jingkids summer internship. These students were outstanding, and they raved about what an inspiration Dr. Sumita was on campus.

So, who’s this extraordinary woman, and why do we all adore her?

“We moved from the UK to Beijing for work and have been here for 12 years now. My son was born here. I was still completing my PhD in the UK when we moved, and so between that and my son, there wasn’t much time for anything else,” says Dr. Sumita.

Let’s get to know you a bit.

You took a career gap for your Ph.D. and family. Did this period contribute to your professional growth? 

If raising another human doesn’t develop you personally and professionally, then nothing else will. However, I believe that pedagogical acumen is significantly influenced and honed by tacit knowledge and experience, as scholars such as Eraut and Hughes have shown in their research. Theory and training are essential and fundamental, but teachers contextualize these to suit the school culture and ethos, student needs, and other factors. This is what I love about THIS and our teachers because though each teacher has rich proficiency in their pedagogical content knowledge, there isn’t one person who isn’t constantly seeking deeper expertise from colleagues, daily class experience, and through reflection.

How would you integrate your passion for sustainability into a school’s curriculum or culture? 

Sustainability is a necessity, if not a disposition, that each of us must have and/or adopt. The drive to make it part of the school culture started with a project in the International Relations course I was teaching in high school. Groups of students worked on a sustainable development goal (SDG) of their choice for a year. Their research and solution were required to have an impact on the school community. Students also decided how impact and successful impact would be measured. It was encouraging when students in one year were able to convince the school to stop printing report cards and instead send them electronically to parents. Through monitoring the printers on each floor for a year, the students identified a small solution.

Their focused efforts also gained accolades in the 2022 international SDG competition (https://www.globalsocialleaders.com/sustainable-spartans/#next). We also have capstone projects in grades 5 and 8. In consultation with the grade-level teachers, the THIS capstone initiative focuses on sustainability through themes of social responsibility. We also have many student-driven clubs – Roots & Shoots, Sustainability Team, Animal Conservation Team, and more – that work towards creating a sustainable community in small ways. Hopefully, in the long-term, it becomes the norm.

What do you like to do with your family on weekends?

Weekends can get busy with football practice, taekwondo and other interests that my son is into. But we like to try out different cuisines, new restaurants, brunches, and we never miss The Beijinger’s Juicy Burger Fest. So, I guess our weekends get foodie quite often. We also go-kart quite a bit a well.

Let’s talk about your teaching style.

What does being the associate curriculum director at Tsinghua International School mean? What’s an average day like for you?

My role as ACD is defined by the vision of and reports to THIS’ academic principal. It involves meeting with teachers about their curriculum scope and sequence, with department heads about vertical alignment, assessment, rubrics, and all that good stuff. My job is not possible without collaboration with teachers, department heads, and division heads. So, my typical day involves communicating with different people, listening to ideas, reflections, and feedback and then visualizing programmatic options.

As ACD I also lay out plans for weekly professional learning. At THIS, our professional learning includes teacher meeting time, in-house workshop rotations, grade-level pedagogy sessions, and this year, we also introduced continued professional learning that enables teachers to work on their individual goals as decided with their goal coaches.

Your philosophy mentions empowering students to “find their own voice.” How do you implement this in your classes? 

The profession of teaching has been transforming since I was in school, and today, the education discourse is buzzing with the mushrooming of AI threatening the need for a teacher. Doesn’t matter whether it was back in my school days or today, the core essence of the profession is about teaching students to think – not what to think, but how to think. Doesn’t matter which class you walk into at THIS, teachers are guiding students to find their writing voice, reading voice, analytical voice, transformative voice, etc., all of which is rooted in teaching students how to think.

Let me give you an example from my AP Psychology class. When teaching students about how memory impacts behavior and mental processes, I designed an experiment to examine encoding of information and short-term memory that we carried out in class with images for one group vs. descriptions of the images for the other group. Without going into too much detail, students demonstrated recall through a survey to complete the experiment. They were then required to use the data to hypothesize about short-term memory and human behavior. The learning, examining, doing, experiencing, and applying create opportunities for thinking and rethinking, especially when it involves real-time experience and an environment that encourages group discussions. Towards the end of this topic on memory, student groups also designed their own experiment that demonstrated their collaborative thinking voices. I guess John Hattie (2008) says it beautifully when he states, “The more the student becomes the teacher and the more the teacher becomes the learner, then the more successful are the outcomes.”

You’re very involved in your students’ extracurricular curricular. Have there been any extraordinary projects that your students have done that stand out?

I am really proud of THIS’ Model United Nations (MUN) club, especially because it is the students who’ve made it what it is today. We hosted our fifth annual conference in March. The students put in a lot of effort every year, conceptualizing, planning, organizing, and running the conference. The conference planning is ongoing even while the student leaders also run weekly club sessions focused on skills and content training. Sustaining a school club is no easy feat for students, and it is impressive how they collaborate, feed off each other’s energy, and bring out the best in each other.

We’d love to hear your thoughts on these:

If a parent struggles to engage their kids in a required course, what would you recommend? 

A parent’s struggle, most often, comes from the fact that they want the child to perform or engage to a pre-determined level of expectation. I guess what I am trying to say is parents should not have pre-determined expectations. Free of the shackles of expectations, a parent can be a strong enabler for learning at home. I have tried out a few of the strategies below with some success:

1. Establish a study routine at home. Depending on the child’s age, this includes planning with your child the amount of time devoted to studying, reviewing, reading, etc., and the amount of time for breaks. It may be worth considering if your child would like to start with the hardest subject, or a subject they aren’t interested in, and move on to subjects of increasing interest. It goes without saying that the routine must be followed, whether there is homework or not. Homework is not studying.
2. Establish a structure at home. As much as we want our children to have freedom and privacy, as a parent we also want to set them up for success. So, when I first sat with my son and helped him come up with a study routine, he was told that he couldn’t study in his room. He resisted at first, arguing about trust and privacy. I held my ground, saying it was temporary and depended on his work, and thus it was really up to him. Study time began at the dining table; in all honesty, no one was watching him, but he didn’t really know that. Now he studies wherever he wants, but he often chooses to start at the dining table.
3. Establish reinforcements. One of the oldest strategies for learning is conditioning. A reasonable and proportionate reward (time on a device, a favorite snack, etc.) normalizes wanted behavior. Punitive measures may work to a certain extent (revoking device privileges, reduction in monthly allowance, etc.), but older kids manage to identify workarounds. Reinforcements work better because of the rush of dopamine that follows a reward.
4. Model wanted behavior. If the child is working but the parent is on their phone or watching TV, it might not set a good example. Younger children can and like to emulate behavior, and it is important they are offered observational opportunities. While your child works, you can work too. And there is nothing like enjoying a reward together!

Of course, much of this would be more effective the earlier they are established as part of the child’s life.

What’s a good way for parents to encourage young kids to try new extracurriculars that they’ve yet to discover?

If you want your child to try something new, you must be willing to try it with them. As a parent, I also feel it helps children to visualize the activity with videos, perhaps. It is important to give your child time to visually and cognitively get comfortable with the idea before diving into a new activity. My son really avoided participating in overnight activities and camps. Initially, I thought it was about being separated from home, but in talking to him many times over, it was mainly his dislike of using public bathrooms. Changing his view of using public bathrooms over a course of a few years and finding the ideal overnight activity – a sleepover with friends at the Beijing Aquarium – was a small breakthrough. Be patient and take your cues from your child. A word of caution would be not to go after new, up-and-coming extracurriculars just because they are trendy; just follow your child’s interest and passion.

Tsinghua International School Presents The Wizard of Oz

Over the years, we’ve been so impressed by the student-led initiatives of the THIS students. On May 25, there’s a chance for the Beijing community at large to get a glimpse of one of the many spectacular events taking place at THIS.

Join THIS students and school community for a spectacular production of The Wizard of Oz, brought to life by the talented grades 6-12 students. Since January, these dedicated performers have been working hard to create a show filled with singing, dancing, and magic perfect for the whole family. Follow Dorothy and her friends the Scarecrow, Tin Man, and Cowardly Lion as they journey through the enchanting Land of Oz. With beloved songs like “Over the Rainbow” and “We’re Off To See the Wizard,” this timeless classic is a joyful musical experience you won’t want to miss. Packed with colorful costumes, dazzling sets, and a touch of wizardry, The Wizard of Oz is a heartwarming adventure about friendship, courage and finding your way home. Don’t miss this unforgettable performance!

Performance dates are Fri, May 23, at 6.30pm and Sat, May 24, at 2pm. Scan the QR code below to purchase your tickets.

Find it:
Zhongguancun North Street, Haidian District

Images: Dr. Benita Sumita, THIS

From Apr 9 to 20, “A Kite That Follows Dreams: The Art and Culture Exhibition of Traditional Kites,” initiated and organized by Jiang Cheng Linkuan, was successfully held at the Art Gallery of the Canadian International School of Beijing (CISB). This student-led cultural event featuring independent curation, exhibition setup, and engaging presentations not only showcased the profound heritage of China’s millennia-old kite culture but also displayed large-scale kites from countries including Japan, South Korea, Malaysia, the US, Switzerland, and Germany.

Festival-goers could purchase cultural merchandise, including traditional-style kites, fridge magnets, DIY kite-making kits, kite ornaments, souvenir gift boxes, and handcrafted gifts.

All proceeds from the event – totaling RMB 10,800 – were donated to the Beijing Tongxinyuan Charity Foundation’s “Zhi’ai” Special Fund to aid victims of the Myanmar earthquake. Through innovative approaches, the festival bridged cultural exchanges between China and the world, becoming a hot topic both on and off campus.

The event revolved around cultural exploration, blending knowledge with hands-on experience. Jiang Cheng Linkuan and his peers studied records of wooden kites in “Mozi·Lu Questions” and analyzed Cao Xueqin’s Feiyi Zhai Manuscripts and A Study of Southern Kites and Northern Kites, exploring kites’ evolution from folk art to military tools. CISB’s physics class was transformed into an aerodynamics lab, where students and teachers dissected the scientific principles behind kite flight. And in art class, Dunhuang flying apsaras patterns, traditional ink painting, and pop art styles merged in kite designs, showcasing a fusion of cross-cultural aesthetics.

At the opening ceremony, CISB headmaster James McCory delivered a keynote speech, praising the festival as an outstanding achievement. Secondary school principal David Bremner also emphasized the event’s significance and far-reaching impact. The festival allowed over 1,200 students and faculty from 50+ nationalities, as well as numerous parents, to experience China’s intangible cultural heritage and the global history of kites.

Jiang Cheng Linkuan, the festival’s organizer, shared his three-month journey of meticulous preparation, from researching historical texts on kite origins, styles, and applications in science, military, and the arts to three visits with Mr. Miao Bogang, the fourth-generation inheritor of Cao-style kites, to learn about Beijing’s “Swallow Kite” craftsmanship. He also traveled to Tianjin Yangliuqing Kite Co. to study soft-wing kite-making techniques and collaborated with Shandong Weifang Kite Co. to design kites representing participating nations.

Guo Hongli, a national intangible cultural heritage inheritor of Weifang kites, demonstrated traditional crafting techniques, emphasizing precision and unveiled a breathtaking 30-meter “Dragon Soaring” kite, the festival’s centerpiece.

On Apr 10, the students launched their DIY creations on the CISB lawn. As CISB teacher Charles Wu noted, “These kites carry Gen-Z’s reinterpretation of heritage.”

Aligned with the IB’s hands-on learning philosophy, the project integrated economics (charity sales), media (documentary filming), and literature (kite-themed poetry, e.g. “Reeling strings, we are all dream chasers”).

Mentor Liu Bing remarked, “Education transcends textbooks – this festival taught cultural stewardship and project leadership.” Plans are underway to adapt the event into a curriculum module, with future exhibitions at Beijing’s 798 Art Zone and CISB’s sister schools in Shenyang, Shenzhen, and Hefei.

As the sun began to set, the kites descended onto CISB’s lawn. Yet for these students, the journey of cultural innovation had just begun – their dreams, like the kites, now soaring to new heights.

Images: CISB Visual Arts Club

Microplastics are invading our oceans! To fight back, scientists at the Max Planck Institute for Intelligent Systems have developed jellyfish-like robots that scoop up pollution to protect marine life. Here in Beijing, another team of engineers huddles over their latest prototype of marine technology. They test ideas, troubleshoot, and refine their designs, just like the experts. Their secret strength? They’re first graders, and their robots are made of LEGO.

My 6-year-old, Leili, and her teammates aren’t just stacking bricks. They’re part of FIRST LEGO League (FLL), a global robotics competition that challenges kids to solve real-world problems. I first heard of “LEGO robotics” from friends back in Washington DC, who wanted to spark their kids’ interest in STEM (science, technology, engineering, and math). Their middle schoolers seemed happy to build cool robots. It’s part play, part engineering, and 100 percent fun.

What is FIRST LEGO League?

FLL is an international robotics program where kids aged 4-16 learn coding and problem-solving by designing LEGO-based solutions to scientific challenges. Teams compete in three age categories:

• Discover (4-6 years old) – STEM basics with LEGO DUPLO
• Explore (6-9 years old) – Intro to robotics and programming
• Challenge (9-16 years old) – Advanced coding of robots to complete missions

Each season features a new theme, with past topics covering energy solutions, transportation logistics, and creativity in technology. This year’s theme, SUBMERGED, plunges kids into underwater exploration, sustainability, and marine innovation.

 Beijing’s Thriving LEGO Robotics Scene

FLL has taken off in China, with over 200 teams in Beijing competing in high-octane tournaments at venues like the National Aquatics Center (“The Cube”). Finalists advance to the FLL Asia Open Championship – last year held in Hong Kong and this summer in Sydney.

The competition is rigorous. Teams of 4-6 kids:
Identify a real-world problem related to the theme
Research solutions and develop LEGO-based technology
Build and test prototypes, document their ideas, and present their work to judges

The best teams advance to regional and international championships, showcasing their ingenuity on a global stage.

Younger kids at 2023 FLL Beijing, held at The Cube. Photo credit: The Cube.

Older kids at FLL 2023 Asia Open Championship. Photo credit: True Light School of Hong Kong.

Forming Our “Dream Team”

Instead of joining a school-based team, we formed our own group of 6- and 7-year-olds in the Explore category. Our goal? To work through as many SUBMERGED-themed engineering modules as possible before next year’s challenge is announced.

To coach us, we partnered with Creativa, a Beijing-based ed-tech company led by Jessica and Carlos Soto, two engineers with over a decade of experience training young innovators. With their guidance, we kicked off our first session in January, meeting monthly to build, experiment, and – true to LEGO’s motto of “Learn through play” – have fun.

What the Kids (and Parents) Are Saying

Recently, the team completed the Abyssal module, exploring the ocean’s deepest layer – the Midnight Zone. They built seacopters and submersibles designed to probe these depths and presented their creations to parents, just as they would to a judges’ panel.

What do they love most about LEGO robotics?

“When I build, I can create my own things,” says 6-year-old John from British School of Beijing (BSB) Sanlitun
“Coding,” says 7-year-old Isabel from Western Academy of Beijing (WAB)
“I like controlling the boat a lot of times!” shares 6-year-old Leili from House of Knowledge (HOK)
“Robots are COOL,” says 6-year-old Karl from HOK

And from the parents …
“Full of fun and creativity combined with logical thinking. Perfect match for kids, preparing them for the future.” – John’s mom
“Gives my kids the chance to develop their teamwork and presentation skills.” – Enya’s mom
“Combines fun and learning.” – Karl’s dad
“It’s a great basis for coding.” – Leili’s dad

Insights From the Coaches

While we champion learning for learning’s sake and the thrill of the competition rather than fixating on winning, we couldn’t help but ask our coaches how to maximize the team’s performance.

“‘Explore’ teams should ideally complete all core modules before the competition to build their skills and confidence,” Coach Carlos told our group of parents. “With practice, they start thinking like a team – that’s when they get really good.”

The key first step? Enjoy coding. Some schools start learners off by writing hundreds of lines of code, but Creativa’s goal is to “make kids love code.” They want to ignite kids’ intrinsic passion, then guide their skills to take flight.

Coach Carla, herself a systems engineer, reflected: “Since university, I always dreamt of teaching girls. I was the only woman in my class, and I always questioned – why not girls?” She believes LEGO robotics makes STEM accessible to all.

 Want To Get Involved?

My bottom line: FLL is an engaging, hands-on way to fuel kids’ enthusiasm for STEM.

Check out:
FIRST LEGO League – global resources
FLL’s Community Blog – team stories

In Beijing:
Creativa can help you start or join a team. Scan the QR code to get in touch.

Stay tuned for the next big FLL event in Beijing this fall. Until then, happy innovating!

Images: The Cube, Tara Fegelein

I spent Saturday talking to close to a hundred parents at the Jingkids International School Expo, as well as 30 top international and international-oriented schools. There were not only long-established international schools present including Yew Chung International School (YCIS), British School of Beijing (BSB), and French International School of Beijing (LFIP), but also well-known private international-oriented schools such as Daystar Academy, Beijing International Bilingual Academy (BIBA), Beanstalk International Bilingual School (BIBS) and  Beijing Xin Fuxue International Academy. Chinese and foreign parents living in Beijing came from all over the city, just to find the most suitable educational path for their children and after discussing with educators and parents alike, I noticed three trends:

Bilingual Education
Whether expat or local, families are increasingly looking at bilingualism as a top priority. Chinese families don’t want to sacrifice native fluency, and expats don’t want to walk away from their China experience without the Mandarin language.

Chinese families: They hope their children will take an international path in the future, but they are unwilling to sacrifice Chinese. Compared with the “frenzy” of blindly pursuing an all-English environment ten years ago, today’s parents are more rational and realize that bilingual ability is the real currency for future competition.
Mixed-nationality families: Chinese is an important part of a child’s identity and must not be neglected.
All-foreign families: Surprisingly, an increasing number of foreign families want their children to receive Chinese education from an early age, and some even require Chinese to be the main language during the primary school stage! A couple from the United States and Germany bluntly said, “China’s influence in the world is growing. We need to hurry up and let our children learn Chinese well and understand Chinese culture.”

Popular schools: Schools well-known for bilingual teaching, such as YCIS, Daystar Academy, BIBA, and BIBS attracted the most parents who are concerned about bilingual education at their booths.

Price Sensitivity
At this year’s expo, tuition fees became one of the most concerning indicators for parents. With the current state of the economy, parents are shopping for deals. The first question out of many parents’ mouths was “How much,” and schools that had lower prices or discount plans attracted a lot of attention.

The French School and the Novus Academy of Beijing were popular amongst parents due to their extremely high cost-effectiveness.

The French School: As an established school for the children of foreign nationals, its tuition fees are only half of those of other international schools (about RMB 150,000 per year on average), and it can also admit non-French students. Although French is the main teaching language, after comparing tuition fees, parents say, “English can be supplemented by spending money on extracurricular classes, and learning French is an advantage!”
Novus Academy of Beijing: The tuition fee for the primary school stage is less than RMB 100,000, which parents call an “affordable price for personalized small-class education”. After the expo ended, some parents still sat in front of the booth to conduct in-depth consultations with the school’s team.

Cost-effective choices: Tsinghua International School (THIS)  and Agilearning also attracted a large number of parents due to their moderate tuition fees and high-quality education.

Special Needs Education
Another trend spanning both local and international families is the need to find schools that can cater to the diverse strengths and needs of their children. One size does not fit all. Although some established international schools such as Western Academy of Beijing (WAB) and International School of Beijing (ISB) have special education resources, resources in private schools are still lacking.

A couple from South America came to the expo with four children. The youngest child has autism. They hoped to find a school that teaches in English and can also accommodate children with special needs. Eventually, with the help of the expo, they found AISB-Hope International – a small- scale international school well that’s known for its professional support for children with special needs.

With this year’s JISE behind us and the international education landscape changing, and both families and schools need to find their own positions in this transformation.

What’s your opinion? What kind of educational path would you choose for your children? Feel free to leave a message and share your views!

Images: Uni You

First-time parents have it hard. Choosing a pre-school for my daughter for the first time was like taking an exam. I researched the different types of curriculums, talked to other parents and tried my utmost to let go on her first day of school.

Now, I find myself in need of a new school for my kid and going through the whole process again, but this time, after seeing how she interacts at school, I’ve got a different take on the various types of curriculums out there available for the early years.

When it comes to early childhood education for the kindergarten age group, several distinct curriculums offer unique approaches to nurturing young minds in Beijing. Montessori, Reggio Emilia, and Multiple Intelligences each bring their own set of characteristics and benefits.

Montessori curriculum emphasizes independence and self-directed learning. Children are provided with carefully designed materials that allow them to explore and learn at their own pace. This approach fosters concentration, discipline, and a sense of order. In a Montessori classroom, children are free to choose their activities, which helps develop decision-making skills and a sense of responsibility.

Reggio Emilia, on the other hand, focuses on the child as a protagonist in their own learning journey. It emphasizes the importance of the environment as the “third teacher.” Classrooms are filled with beautiful and inspiring materials that encourage exploration and creativity. The Reggio approach values collaboration and documentation of the learning process, allowing children to express themselves through various mediums such as art, music, and drama.

Curriculums based on multiple intelligences recognize that children have different learning styles and intelligences. This approach aims to address these differences by providing a variety of activities that tap into different intelligences, such as linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal, and helps children discover their strengths and interests and develop a more well-rounded learning experience.

In terms of differences, Montessori places a strong emphasis on individual work and self-discipline, while Reggio Emilia emphasizes collaboration and group work. Montessori classrooms are often more structured and organized, while Reggio Emilia classrooms are more flexible. Multiple intelligences curriculums are more focused on catering to different learning styles, while Montessori and Reggio Emilia are more focused on overall child development.

All three curriculums recognize the importance of play in learning, the need for a rich and stimulating environment, and the value of respecting the child’s individuality.

So, when choosing an early childhood education curriculum for the kindergarten age group, it is important to consider the child’s needs and learning style. Montessori, Reggio Emilia, and multiple intelligences curriculums all offer valuable approaches to early childhood education, and each has its own unique strengths and benefits.

Want to know which kindergarten fits your style? Check out our website for information on all the international schools available in Beijing.

Images: Pexels