As autumn arrives, we held the 2026–2027 Curriculum Afternoon at THIS. Parents came to campus, entered classrooms, and joined school leadership, teaching teams, and Parent council representatives to discuss the annual theme, “Impact”, and explore educational philosophy, curriculum upgrades, and home‑school collaboration.
Executive Principal Zhu Ying: Strive for Virtue, Impact Untamed
Principal Zhu opened the session with the theme ”Strive for Virtue, Impact Untamed “. She emphasized that “Impact” means not only continuous academic improvement but also a deep commitment to character and responsibility.
She unveiled the 2025–2028 three‑year development plan, built on five pillars: teacher professional development, curriculum, hardware and IT, student well‑being, social‑emotional learning, and college counseling. This year, the school has upgraded science labs, the library, the gym, and more, while also enhancing teacher training. She highlighted the new Well‑being course, a structured social‑emotional learning program designed to build resilience, empathy, and self‑management.
“Let every child impact their community in their own way,” she said. “Whether it’s a daily act of kindness at school or a simple gesture at home, we define ‘impact’ by whether it makes life around them better.” The message resonated strongly with parents.
Academic Principal Mr. Scott Pare: The “Addition and Subtraction” Behind the Schedule Change
Mr. Pare explained the secondary schedule adjustment in detail. In response to parent concerns about limited AP access and long class periods for younger students, the school shifted grades 6–12 from a 6‑day cycle to a 5‑day cycle.
The change brought clear academic gains: middle school English increased from 112 to 157 hours per year, and core subjects like math and science also gained time. AP scheduling conflicts dropped significantly, giving more students access to their preferred advanced courses. “We subtracted in some areas to add more rigor in literacy and numeracy,” said Mr. Pare. “When your child goes to university, we want them to have the strongest possible academic foundation.”
He also shared exciting college admissions news: the class of 2026 received THIS’s first two Oxford offers, along with offers from Stanford, Caltech, Johns Hopkins, Columbia, Brown, UC Berkeley, and other top institutions. These results reflect the success of curriculum reform and the dedicated partnership among students, parents, and the college counseling team.
Home‑School Partnership New Parent council: From “Growth” to “Impact”
The new Parent Council executive committee was introduced. Chairperson Yuan Juan and her team reviewed last year’s activities and presented this year’s “Impact Plan.”
From sports carnivals and Teachers' Appreciation Day treats to parent book clubs, running groups, and a dance troupe, the Parent Council has made the campus community more vibrant. Over 130 parent volunteers now participate, and initiatives like class‑level bonding, cross‑grade online chess, and college application sharing sessions have truly built a warm, collaborative home toschool ecosystem.
This year, the Parent Council will focus on building a “full‑participation charity ecosystem.” Executive member Song Jingjing outlined plans for the Parent Council store, charity runs, art auctions, and community service clubs to support student‑led projects. “Every act of kindness will be passed on and amplified,” she said. “Please join us – let’s make an impact together.”
Primary Curriculum Upgrade
An In‑Depth Look at the International Primary Curriculum (IPC)
Primary Head Mr. Sean Simkins, a 16‑year veteran educator from the UK, made his first formal appearance to parents. He stressed that “in the real world, we never use a single subject in isolation. IPC is designed to help children make cross‑curricular connections and become future‑ready global citizens.”
IPC specialist Ms. Kelsey Barnes then gave a lively, detailed presentation. IPC was first developed in 1984 and is now used in hundreds of schools across 90+ countries. Its core philosophy is learner‑centered, integrating history, geography, science, art, and language arts through thematic, interdisciplinary units.
Key highlights:
- Thematic framework: Each unit begins with an *Entry Point* to spark curiosity and ends with an *Exit Point* to showcase learning, guiding students through inquiry, recording, and reflection.
- Progressive skill development: The school has designed a research skills progression for grades 1–5, ensuring competencies build year by year.
- Whole‑school integration: Specialist teachers in art, music, and other subjects also teach into the theme, supporting holistic education.
- Clearer assessments: The new report card better reflects IPC academic standards and student growth.
Ms. Barnes showed photos of students enthusiastically engaged in units like “Mission to Mars” and “Archaeological Dig.” She invited parents to stay involved through weekly newsletters, Exit Point exhibitions, and volunteering as “expert speakers.” “Change is hard, but we believe IPC will make our students more curious, more connected, and more ready to impact the world,” she concluded.
Into the Classroom
Homeroom Meetings and Subject Information Sessions
After the main presentations, parents moved to their children’s classrooms for deeper engagement with homeroom and subject teachers.
Homeroom teachers discussed student development, behavior expectations, class goals, and the year’s activities, while also outlining ways parents can actively support learning at home.
Subject teachers then presented detailed overviews of course progress, learning objectives, teaching methods, and assessment criteria for each grade and subject – from Chinese and English language arts to math, science, humanities, arts, and PE. This gave parents a clear, multi‑dimensional picture of the academic year.
Notably, this year’s subject sessions used a “walk‑through” format: parents moved between classrooms like students, experiencing each teacher’s presentation in sequence. This innovative arrangement not only gave parents a feel for their child’s daily schedule, but also deepened their understanding of THIS’s student‑centered, curriculum‑driven educational philosophy.
Parent Feedback Immersive Experience, Shared Resonance
After the event, several parents shared their thoughts:
Phoena Huang’s mother (Grade 9):“Seeing so many new teachers and learning about their backgrounds and course explanations really put me at ease. The school’s continued investment in teacher professional development shows its commitment to quality.”
Bagel Luen’s father (Grade 1):“I really like the IPC program – it’s genuine education. Through project‑based learning, even our youngest students begin to tackle real‑world problems. My child loves school, comes home happy every day, and shares exciting stories about what they did. You can feel the joy.”
Claire He’s father (Grade 6):“We came from a public school system, but my daughter is adapting well. What struck me most is that the process‑based assessment here seems more challenging than the old mid‑term/final exams – it requires consistent effort. I was a bit worried, but after hearing each teacher’s clear expectations, I feel reassured. They emphasize on‑time submission, academic integrity, and appropriate AI use. The teachers are friendly and approachable, and we’re confident about the new school year.”
The Curriculum Afternoon connected THIS’s educational philosophy, curriculum design, classroom culture, and home toschool partnership into one cohesive picture. With the spirit of “Impact”, THIS opened a window for parents to deeply understand the school’s teaching and learning.
As parents noted, when vision translates into action, curriculum meets the classroom, and home and school work together, every child grows through connection and reaches further through impact. A new school year has begun – let us join hands and accompany every student on their journey.
