During the Preparatory Grade activities, four homeroom teachers led their students to the playground, where an exciting long rope competition and a puzzle-solving challenge awaited them. Students teamed up by class, eager to showcase their skills in the competition.

First up was the long rope challenge. Each team had to work together and successfully jump over the rope 20 consecutive times to advance to the next stage—the puzzle-solving challenge. The playground was filled with cheers and laughter as students gave it their all, striving for victory.

Next, everyone gathered on the field for the puzzle-solving round. With minds at work and ideas flowing, students engaged in lively discussions, exchanging thoughts under the guidance of their teachers. The atmosphere was both intense and collaborative, and in the end, every class successfully cracked the puzzles.

Throughout the event, each student played to their strengths—some were jump rope pros, while others were puzzle-solving wizards. No one backed down in the face of challenges; instead, they encouraged and supported each other, demonstrate remarkable perseverance.Thanks to everyone’s teamwork and dedication, the event concluded successfully. Students not only experienced the joy of collaboration and embraced a never-give-up spirit, but also felt the thrill of success, making it a truly unforgettable experience.

（Gpre Kevin Ouyang）

The 10th-grade students first gathered in the auditorium to listen to an inspiring lecture by Ms. Chuman on “How to Use Tools to Understand Yourself and Find Your Ideal Career.” She introduced a graphical tool called the “Career Exploration Donut.” This circular chart is divided into six modules. The first is the “Identity” module, which covers both explicit and implicit aspects of a student’s identity, helping them recognize the different values they hold in various roles. Next is the “Obstacles” module, which identifies factors that may affect or hinder personal progress. The third module, “Goals/Next Steps,” aims to clarify students’ aspirations and expectations for the future. The fourth module, “Daily Joy Bites,” serves as a personalized source of motivation that varies for each student. The fifth module is “Mentors,” which can include teachers, parents, close friends, or even oneself. The final module, “Community and Value,” focuses on the social circles students are interested in and the value they provide within them.

After the lecture, students returned to their homerooms to fill out the “Career Exploration Donut” chart. Though seemingly simple, this tool effectively helped them organize their personal interests, abilities, and values. The most impressive part was the career personality test, where students, through a scientific assessment, not only gained a deeper understanding of their personality traits but also explored how these traits relate to their future career choices.

Career planning is not just about choosing a profession; it is an ongoing process of self-discovery and unlocking potential. By using scientific tools and methods, we can gain a clearer understanding of ourselves and build a solid foundation for our future career development. This ability to understand oneself will become a valuable asset for life.

（Yomi Chen G10）

In 11th grade, we introduced tools designed to facilitate self-assessment and work habit analysis, helping students prepare for future college applications and career paths. These tools focus not only on academic interests but also on students’ working styles, teamwork abilities, and stress management skills.

The activity revolved around “Understanding My Work Style.” Students were divided into groups, each led by a group leader/coordinator, and worked together to complete a series of work habit and preference surveys. At the core of this activity was a detailed questionnaire, covering the following aspects:

First, work environment preferences. Students reflected on whether they perform better working independently or thrive more in group settings. For example, “I focus better when writing an essay alone, but I prefer brainstorming in a group for science projects.”

Next, task approach. Students evaluated whether they prefer to start with open-ended questions or follow a structured step-by-step guide. For instance, “In math homework, I get confused without clear steps, but in creative writing, I enjoy working freely.”

Then, peak productivity periods. Students identified whether they are most efficient in the morning, afternoon, or evening.

After that, communication styles. They considered how they best express ideas—through writing (emails/chats), one-on-one conversations, or group discussions.

Finally, distractions. Students pinpointed what disrupts their focus the most—noise, social media, unclear goals, or time pressure. For example, “When studying, TikTok notifications seriously affect my concentration.”

After completing the survey, students shared their responses in groups and engaged in in-depth discussions. Teachers guided them in filling out their worksheets and encouraged self-reflection.

In addition to the questionnaire, students filled out forms about their preferred extracurricular activities, daily hobbies, and favorite academic subjects. Before doing so, teachers encouraged them to relax and think deeply, emphasizing that this was not a career aptitude test but a way to gain deeper insights into their interests, strengths, and potential career connections.

This activity gave 11th-grade students a clearer understanding of their work habits, learning preferences, and personal interests. These self-awareness skills not only help them navigate high school life more effectively but also lay a solid foundation for college applications and career decisions. Through continuous self-exploration and reflection, students will be able to move toward their future with confidence and clarity.

（Africa Zhang G11）

In today’s 12th-grade CAS activity, Principal Chris posed a thought-provoking question to the students: “What do you think are the four most important skills in the workplace?” This immediately sparked deep reflection and lively discussions.

Students formed groups of three to four and shared their opinions. Some believed that communication skills were crucial, as clear and effective communication is the foundation of success in both teamwork and client interactions. Others emphasized the importance of obedience, arguing that following rules and executing instructions efficiently helps maintain order and improve productivity in the workplace. Some students highlighted emotional intelligence (EQ) as a key skill, stating that understanding and managing both one’s own emotions and those of others is essential for navigating complex work environments. Additionally, teamwork, problem-solving, and time management were frequently mentioned, leading to an enthusiastic discussion.

Principal Chris carefully listened to the students’ insights and summarized the five most commonly mentioned skills: communication skills, obedience, emotional intelligence, teamwork, and problem-solving skills. He then guided students to self-assess these abilities on a scale from A to C, helping them gain a clearer understanding of their strengths and areas for improvement. This exercise not only encouraged self-reflection but also prompted students to think about how they could leverage their strengths and work on their weaknesses in their future careers.

Next, Principal Chris led a deeper exploration of these skills, asking questions such as “Why is communication so critical in the workplace?”, “How can high emotional intelligence help you manage stress more effectively?”, and “How do you balance individual skills within a team setting?” Through these discussions, students not only developed a deeper understanding of workplace skills but also learned how to apply them in real-life work scenarios. Principal Chris further enriched the discussion by sharing real-world examples from his own career, making the concepts more tangible and insightful.

This activity gave students a more profound awareness of essential workplace skills and inspired them to think about their future career development. Through discussion and reflection, they realized that success in the workplace goes beyond technical expertise—it also requires a set of soft skills. Principal Chris’s guidance and personal experiences provided students with valuable workplace insights, empowering them to step into their future careers with greater confidence and readiness.

（Tim Shen G12）