TES Annual Report

TAIPEI EUROPEAN SCHOOL

Annual Report 2023-2024

2023-2024

Annual Report

REPORT CONTENT

CEO Introduction Student Admission and Staff Recruitment Review Staff Development

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LEARN

Student Learning Overview Achievements and University Applications

Learning Technologies STEAM and Innovation

FLOURISH

Unique Journeys Doing Well by Doing Good Embracing Diversity Beyond the Classroom: Wellbeing Community and Engagement Communications Infrastructure Student Services Accreditation Financial Review Strategic Plan

CEO INTRODUCTION

A very warm welcome to the Taipei European School Annual Report for the academic year 2023 - 2024. I am very happy to report that we have enjoyed another amazing year of academic success, activities, events and trips across all sections and campuses of TES. This year’s annual report certainly reflects the exciting and vibrant daily life that is so typical of the school. Our whole community of students, staff and parents is something to be particularly proud of as we continually strive for “One School with Common Aims” whilst never forgetting the value of “Strength in Diversity”. For the past two years, the whole of TES and its constituent school Sections have undergone extensive inspection and accreditation processes in order to provide a high level of quality assurance in all that we do. Following this intensive period of evaluation, I am very happy to report that we are now focused on the school improvement and development targets highlighted by each of the accreditation reports. This involves teams of staff from each section or establishing cross-section working parties, devising action plans, and working on policies and procedures, often with input from students and parents and, of course, from Board members. One good example is the recent publication of our statement and policy on Diversity, Equity and Inclusion, which now drives our inclusive philosophy and influences virtually all of our policies and procedures. In terms of physical development of our campuses, I am very pleased to report that we have finally completed the redesign and retendering processes for our Middle School project and have appointed a renowned and respected contractor to begin construction of our new building to the rear of the EPC site. A groundbreaking ceremony took place on Monday 24th June 2024 and work commenced directly afterwards. The work is scheduled to take around 30 months to complete, with a further six months of fit out, so we hope our middle school students (from the ages of 11 to 14 years) will be able to occupy their new facilities from August 2027. This project has been a strategic goal for TES for the past few years and it is very pleasing to see the fruition of a lot of effort in tenaciously seeking the right contractor (and price!) despite the consequent delays. Also, at the ESC, we are pleased to announce that work will soon commence on developing a high quality auditorium in the Phase 2 old gym, again as part of a campus development project devised a few years ago. Renovation work will start on the roof from September 2024, followed by interior construction and the fit out, lasting approximately one year.

I do hope you enjoy reading the following pages of the TES Annual Report 2023-2024 to gain an overall impression of the impressive range of activities and developments going on at our school.

John Nixon MBE CEO – Taipei European School

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STUDENT ADMISSION AND STAFF RECRUITMENT REVIEW Student Admission Review The 2023-24 admissions cycle concluded with target enrolment exceeded, including many year levels fully enrolled with a waiting pool. Strong interest from international families both overseas and local whose educational aspirations resonate with the TES mission contributed to a healthy stream of diverse applications. In line with our commitment to maintaining a school community that broadly reflects the wider community in which we are situated, we continued to benefit from relative growth in applications from locally residing international families seeking a TES education. The 2024-2025 school year will begin with approximately 1725 students hailing from 55 countries and territories, whose families speak more than 30 home languages. We are proud to be hosts to one of Taiwan’s most diverse and vibrant learning communities.

Staff Recruitment Review Workforce Composition: 352 Employees

Workforce Breakdown by Gender and Age

At Taipei European School, our workforce primarily consists of teaching and teaching support staff, who make up nearly 80% of our personnel. The remaining 20% are classified as professional administrative staff.

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Employee Length of Service The school boasts a highly stable workforce, with a significant portion of our employees having been with us for an extended period. Over 57% of our staff have served for more than 5 years, including 26% for 5-10 years, 14% for 10-15 years, 12% for 15-20 years, and 5% for over 20 years. This employee retention rate reflects a positive work environment and a committed team of professionals. The wealth of experience and institutional knowledge possessed by staff members enables our school to deliver exceptional educational services consistently. Their dedication and expertise contribute significantly to maintaining a high standard of teaching and learning, ultimately benefiting our students' educational journeys.

Teaching & Teaching Support Staff Statistics Taipei European School is dedicated to sustaining teams of highly qualified teaching and teaching support staff. All of our teachers hold valid teaching certification(s) or professional credentials, reflecting our commitment to excellence. This commitment is further exemplified by our favourable student-to-teacher ratio of 6:1, ensuring rich resources and personalised attention for each student. The modest 13.3% turnover rate of teaching staff for the 2023-24 academic year bears testament to the stability and continuity that exist throughout our teaching departments. These factors collectively underscore TES's strong commitment to providing an exceptional educational experience that is supported by well-qualified professionals and robust resources tailored to meet the needs of our students.

Diversity by Country of Origin Our teaching and teaching support staff members are composed of 26 different nationalities, representing a diverse mix of backgrounds. This adds vibrancy to the school community and promotes a global perspective in our educational approach.

STAFF DEVELOPMENT

Learn and Flourish Throughout the school year, TES has organised and supported a comprehensive array of Continuing Professional Development (CPD) initiatives, including IB Workshops and Conferences, Professional Development Courses, Leadership and Coaching programmes, and more. Additionally, the School actively encourages leaders and staff members to engage in international exchanges, exemplified by their participation in FOBISIA events, the Head's Conference, Business and Operations Conferences, and facilitated overseas school visits. With a total of 190 sessions, 56 of which were conducted abroad, these activities have garnered a collective participation of 3,845 individuals, averaging over 10 training sessions per TES staff member in 2023-24.

The School’s commitment to CPD is deeply rooted in our vision. Recognising the pivotal role of training in nurturing talented educators, fostering staff recruitment and retention, enabling talent recognition, and ensuring ongoing professional growth, we champion lifelong learning and actively promote engagement with professional and community organisations. Employees are expected to regularly participate in CPD opportunities and share insights with peers through an efficient application process managed by each school section.

Through these CPD initiatives, the school cultivates a dynamic environment that places a strong emphasis on staff growth and development, epitomising our dedication to educational excellence.

British Primary Section The professional development of our staff has continued to be among our highest priorities, with staff engaged in a range of student-centred training events. At the start of the year, alongside the Safeguarding and Diversity training offered by HR, BPS staff undertook refresher training in the well established Read Write Inc Phonics programme, and over the year, staff have attended a range of conferences and online PD, with a small but significant number continuing to pursue higher level qualifications such as the NPQ Senior Leadership courses and Masters programmes. As we move to implementation of the International Primary Curriculum (IPC) next year, key staff have already undertaken specialised training to support the process, and face to face training for all staff is planned for August 2024. French Section By prioritising professional development, the FS empowers our staff and fuels our collective success. The FS is confident this ongoing commitment to learning will continue to drive innovation and improvement. This year, the FS prioritised continuous learning and growth for our team through a comprehensive professional development programme that also addressed new knowledge and skills, so that faculty and staff can excel in their roles and contribute to the institution's overall success. A range of internal and external training programmes have offered

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valuable learning opportunities. Internally, staff refined their skills in critical areas of learning and teaching, such as diversity and inclusion, learning challenges, and language acquisition. Looking outward, the FS staff explored new and broader trends in topics ranging from student wellbeing to subject matters and pedagogy through external professional development opportunities provided by the AEFE, FOBISIA, and CATES. German Section The German Section’s staff have shown significant personal development across various aspects of their teaching methodology and approach. Firstly, colleagues have strived to enhance differentiation within the classroom. This involves tailoring instruction to meet the diverse needs and learning styles of students, providing varying levels of challenge and support, and implementing flexible grouping strategies to ensure every student can thrive academically. In addition, there has been a concerted effort to strengthen media education within the classroom. This entails teaching students critical thinking skills to analyse and evaluate media messages; promoting digital literacy; and integrating multimedia resources effectively into lesson plans to enhance learning experiences. Colleagues have also been proactive in adopting project teaching techniques in preparation for our project week. This involves designing interdisciplinary projects that encourage collaboration, creativity, and problem-solving skills among students, as well as providing guidance and support throughout the project-based learning process. Finally, there has been a focus on addressing dyslexia and dyscalculia within the school environment. This includes implementing evidence-based strategies to support students with these specific learning difficulties, such as providing accommodations, offering targeted interventions, and raising awareness among staff and students. British Secondary and High School Section There was a major focus on assessment this year in the British Secondary and High School, and we were lucky enough to have Dylan Wiliam visit to deliver two days of workshops. Dylan is a world renowned expert on assessment who has featured in a BBC series on providing assessment for learning. Additionally, each member of staff was provided with the book ‘Launch’, which has a design thinking approach, and we were able to invite the author via Zoom to provide two INSET sessions with our teachers. Several of our teachers will be present at the Council of Administrators of Taiwan Expatriate Schools (CATES) conference in Taichung. It is impressive to have had 15 teachers from TES at the forefront of learning and contributing to the educational community here in Taiwan.

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LEARN

STUDENT LEARNING OVERVIEW

Following up from the previous year’s efforts in developing a school-wide ‘Definition of High Quality Learning and Teaching (HQLT) at TES’ each section has made further steps toward maintaining this goal within the context of their respective curriculum, as can be seen in the overviews below from each section.

British Primary Section Over the last few years, with the appointment of Reading, Writing and Math Lead Teachers, focus has been on raising students’ levels of attainment in these core subjects and the outcomes have been excellent. As evidenced by lesson observations and student work, significant improvements have been noted in key benchmark assessments. Student participation and achievement in Sports, Music and the Arts have also gone from strength to strength with events such as the FOBISIA Music Festival and the FOBISIA Games, as well as many local sporting competitions providing excellent opportunities for students to showcase their talents. French Section The 2023-24 academic year was a dynamic tapestry woven with threads of creativity, collaboration, and global citizenship. The FS students embarked on a rich journey of learning, extending far beyond the classroom walls. A highlight of the FS Primary Section was the transformation of our school into a bustling newsroom for the French Section Olympic Collaborative Magazine. Guided by a seasoned sports journalist, students delved into the world of journalism, interviewing Olympic figures and crafting a captivating publication. This project was filled with passion for storytelling and critical thinking. Concurrently, the secondary FS students were immersed in the world of sustainable development. A field trip to Xialiuqiu transformed them into citizen scientists, where they collected vital data on coral reefs and designed initiatives to combat ocean pollution. Innovation thrived as students in the French Section embraced STEAM learning to create exciting arcade games for the Christmas Bazaar. This hands-on experience fostered problem-solving techniques, teamwork, and a sense of ownership in school events. Cultural exchange remained a cornerstone of our educational philosophy. The program with Lycée Janson de Sailly deepened FS students' understanding of French culture while enriching the lives of French students who visited our school. Throughout the year, interdisciplinary projects and field trips provided students with authentic learning experiences. From exploring the depths of the ocean to the heights of journalistic endeavour, our students grew in confidence, curiosity, and global perspectives. As we reflect on this remarkable year, we are filled with pride in our students' achievements. Their passion, creativity, and commitment to making a positive impact on the world inspire us to continue fostering an environment where learning is a lifelong adventure. German Section In the German Section, student learning extends far beyond the confines of traditional academics, encompassing a diverse range of experiences and opportunities for growth. Firstly, students have excelled in various competitions, showcasing their talents and academic prowess. Participation in events such as The Kangaroo Maths Challenge, and Geography competitions have not only allowed students to test their skills but also to develop a spirit of healthy competition among peers.

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Additionally, students have demonstrated their athletic abilities through participation in sports competitions as part of TES teams, competing in disciplines such as swimming, basketball, football, and more. Furthermore, students are actively engaged in fostering a positive school environment through their involvement in conflict resolution initiatives. As part of the ‘BLU concept’, students are trained as mediators, equipping them with the skills necessary to effectively resolve conflicts among their peers. By empowering students to take on leadership roles when such problems arise, the BLU concept promotes a culture of mutual respect, understanding, and cooperation within the school community. Moreover, students are actively involved in initiatives to strengthen student representation at a regional level. Through the establishment of a network of German schools abroad, students have the opportunity to collaborate with their counterparts from other schools, exchange ideas, and advocate for their interests collectively. Overall, student learning in the German Section encompasses a holistic approach to education, incorporating academic excellence, athletic achievement, leadership development, and community engagement. British Secondary and High School Section The development of inquiry and concept-based learning with the implementation of the International Baccalaureate (IB) Middle Years Programme (MYP) has seen our students in Years 7 and 9 take on the kind of work that will prepare them for their later professional lives as they conduct research and manage projects. At the same time, they are gaining an understanding of the significance of what they are learning. In addition, the students’ experiences this year of interdisciplinary work have shown them the importance of working collegially and how ideas from different subjects together can solve problems that can't be solved in isolation. Creativity has been evident in abundance in the musical events in the school. The concerts have been outstanding. Moreover, music has pervaded the school on a regular basis, and it plays a big part in many of our students’ lives. In tandem, the artwork of our students has been exceptional, and this is validated by the excellent art schools that our students have gone to or are going to study at for their degrees. Additionally, It has been pleasing to see how much our students enjoy drama, and this has been borne out by the number of students signing up for related co curricular activities (CCA) and performing in school drama productions. However, creativity is not the sole dominion of the arts, and our science and design students have put their creativity to good use in the projects that they have completed in their lessons and in the many science and design events and competitions that they are involved in, such as FOBISIA, STEM and one about earthquakes. Just as importantly, we have many students who are very engaged in mathematics. In competitions, it is not unusual for all our participants to win awards. It is at these events that our mathematicians display their creativity in solving challenging problems. This is why the processes of inquiry and conceptual understanding are so vital for our students to learn. We continue to focus on helping our students find out what they are interested in in terms of how their areas of enthusiasm match what they are good at. For some students, this takes time for them to discover; others already know what they want to do. In support of this, we have had our first students take the International Baccalaureate (IB) Career-related Programme (CP) with the Savannah College of Art and Design (SCAD) and the World Academy of Sport (WAoS), where they earn university credits while still in high school. In all that our students do, perseverance is evident as they follow the paths that they enjoy and find meaningful. The root of much of our students' education about what happens in the world comes from their Individuals and Societies studies. What they learn allows them to make informed decisions on how they engage with their community for the benefit of all parties. It is very impressive what our students do to make a difference in the lives of others while they benefit in return from learning how other people live. Through their language lessons and their publications, our students show what great communicators they are. Further evidence comes from debate competitions, whether they are in Chinese or English. At events, when our students speak, the audience is always impressed by their eloquence and what they have to say.

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Chinese Language and Culture In the Primary campus, the Chinese department has maintained a curricular emphasis on developing students' Chinese reading comprehension and written expression through the utilisation of authentic source materials and strategically designed questioning techniques. This approach aims to cultivate higher-order thinking abilities and refine students' skills in articulate communication and presentation. A notable departmental initiative, the "Master Chef" project, was inspired by the children's book "How to Make an Apple Pie and See the World" In this cross cultural literary journey, students followed the protagonist's global travels to gather ingredients for an apple pie recipe. The department leveraged this narrative context to deliver instruction on the principles of "sustainable food" - food systems that promote environmental stewardship, economic viability, and social responsibility throughout the production lifecycle. Cross-curricular coordination with the Library faculty facilitated an author visit and workshop to further enrich this learning experience for students. The Chinese Enrichment Programme (CEP) continues to provide an innovative dual-language instructional model for delivering the National Curriculum. CEP students undergo an enriched Chinese language curriculum integrated with explicit development of logical reasoning, mathematical linguistic skills, and parallel English language reinforcement to cultivate advanced bilingual proficiency. Already embedded in Years 1-4, the programme moves up into Year 5 this academic year. In the secondary campus this year, the department's focus was on providing various authentic learning experiences both inside and outside the classroom to enrich language and cultural learning and their application in real life situations. New teaching and learning approaches were initiated and successfully implemented throughout the year. "Teachers' Trees" were created to commemorate Confucius' birthday, while Year 8 students produced documentaries recording their interviews with TES support staff from IT, Maintenance, Student Services, and CA teams, to acknowledge their contributions to the school. Year 9 students applied their cultural knowledge about the origins of Chinese dumplings to design bespoke dumpling recipes that leave the least carbon footprint. High school students utilised their linguistic skills and knowledge of sustainability in designing eco-friendly houses and cities. Additionally, IB Chinese B students interviewed their science teachers in Chinese to broaden their perspectives on sustainability. TES was awarded Best Organisation for the fourth consecutive year at the Chinese Language Festival, and all ESC Chinese teachers received Excellent Teacher Awards once again. TES students showcased remarkable talent in Chinese, with 175 students excelling among 3,000 participants from 150 schools across 21 countries. We secured 69 Champions, 63 First Runners-up, 49 Second Runners-up, and 19 Merit Awards across various categories.

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ACHIEVEMENT AND UNIVERSITY APPLICATIONS The strength of all the Sections’ teaching and learning can be seen in the examination results across British, French and German graduation classes, leading to a correspondingly high intake to universities across the world in leading institutions for the subjects our graduates have decided to pursue. Our Class of 2024 has received fantastic results from top institutions worldwide. The diverse destinations truly set our students apart as a global citizens and lifelong learners. These universities include Erasmus University Rotterdam and University of Amsterdam (the Netherlands), Oxford University, London School of Economics, and Imperial College London (United Kingdom), Technical University of Munich, Technical University Darmstadt (Germany), INSA Toulouse, ESCP Business School Paris (France), Stanford University, Cornell University, Northwestern University, and Carnegie Mellon University (United States), and University of Toronto (Canada). Full list of offers and matriculations can be found on the UCC webpage - Academic Profile. The University Careers Counselling (UCC) department worked with these students from the start of high school in H1 (year 10) on personal exploration projects, interest development, course selection and career guidance, internship offerings, to finally making informed decisions on university destinations and putting together complete applications and personal statements. Events such as an annual University Fair, individual university visits, and career talks are held throughout the year for students to engage with university representatives and professionals.

High School Section

BSHS IGCSE Results 2024

BSHS IB DP Results 2024

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German Section Our students in Klasse 3, Klasse 6 and Klasse 8 achieved above-average results in the competency tests of the state of Thuringia (Germany) in the subjects Mathematics, German and English. In the middle school, we are pleased to have had a larger class size, and 12 successful students completing intermediate school-leaving examinations at the end of Year 10 with a pass rate of 100%. It is particularly worth mentioning that all our students also successfully passed their IGCSE examinations at the same time.

In high school, the three students in our second bilingual IB class (‘GIB‘ in German and English) successfully graduated this year.

French Section This year, all Troisième students successfully passed the Brevet des Collèges, with every single one achieving honours. The Terminale class continued this remarkable trend, securing a 100% pass rate with honours in the French Baccalaureate. This exceptional performance marks the third consecutive year of such outstanding results, a testament to the students’ dedication and the faculty’s unwavering support. The school’s consistent success in the French Baccalaureate is a clear indicator of the high-quality education students receive. Our faculty is committed to equipping students with the knowledge and skills necessary for future success. The FS's graduates are very well prepared to pursue higher education in universities and colleges of their choice.

Brevet examination results 2017-2024

French Baccalauréat examination results 2017-2024

British Primary Section Consistent with previous years, annual external assessment results have shown that students in the British Primary Section (BPS) consistently achieve scores above the national average for England and Wales. This once again confirms that our programmes and delivery are of an excellent standard and are providing a high-quality education to our children.

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LEARNING TECHNOLOGIES

Learning technologies are an integral part of daily life, from teaching and learning to daily operations. They span beyond our school walls to connect with our community both within Taipei and beyond.

To support our vision for the integration of technology in learning, we believe that we must enable our community of learners to become digitally literate so as to meet the needs of a constantly changing world. Our students need to be curriculum-driven ethical learners who are self-monitoring, self-modifying, self-managing, self-evaluating, and self directing.

The foundation of digital literacy is digital citizenship, and at TES, this entails conscious, inclusive, and ethical use of technology by students and staff.

Digital Citizenship is characterised by:

Responsibility: Students and staff use digital resources and tools in ways that support learning and personal growth. We encourage responsible behaviour online, including protecting one's own and others' privacy, managing digital footprints, and understanding the consequences of digital actions. Respect: We strive to maintain a mutually respectful online environment where all community members feel safe and valued. This includes respecting diverse perspectives, adhering to online etiquette, and engaging in interactions that uplift and support others. Perseverance: The TES community is committed to continuous learning and problem-solving in the digital realm. We persevere through challenges associated with use of technology, always seeking solutions and ways to integrate digital tools effectively into our learning processes. Participation: Active participation in digital activities is encouraged, thereby promoting collaborative learning and civic engagement. TES uses digital platforms to enhance educational experiences, encourage student voice, and connect with global communities. Creativity : We foster creativity through the use of digital tools, encouraging students to innovate and express themselves in constructive and meaningful ways. This includes creating original content and thinking critically about how to use digital media to convey ideas and solutions. The 2023-2024 school year demonstrated the transformative potential of learning technologies to enhance educational experiences and outcomes. With the rapid pace of development of artificial intelligence, such as is easily accessible in chatbots nowadays, steps have been taken to prepare students and staff alike to embrace AI whilst establishing clear guidelines to ensure its responsible use. We have recognised that the integration of AI technologies in schools offers significant potential to enhance teaching, learning, and administrative processes. By addressing challenges related to accuracy, data privacy, and dependency, we are able to leverage AI advancement to create more personalised, efficient, and effective educational experiences. British Primary Section Computing and technology continue to be integrated into our curriculum from Early Years Foundation Stage (EYFS) to Key Stage 2 (KS2), reflecting our commitment to fostering digital literacy and skills development. Utilising various specialised cloud-based software and apps, we can effectively cater to individual learning needs. As our students progress through primary school, they engage with an expanding array of devices, software, and applications, honing their digital competencies. Our curriculum remains agile, ensuring children can embrace emerging technologies while safeguarding themselves and others in the digital realm. Our definition of digital citizenship aims to prepare students not only to thrive in a digital age but also to be mindful and contributing digital citizens, capable of positively impacting the digital world around them.

We remain dedicated to empowering our students to navigate the ever-evolving landscape of technology, thus enabling them to leverage its potential to enrich their learning experiences.

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French Section Technology is a cornerstone of our French Section curriculum, enhancing learning and preparing students for the future. In primary school, Seesaw has empowered students to document and reflect on their learning, while providing parents with a classroom window. At the secondary level, digital tools like Geogebra have transformed complex subjects into engaging experiences. The Pix platform helps students to build essential digital literacy and problem solving skills, culminating in a recognised certification. Technology integration is always guided by the school’s Community Values, ensuring academic rigour and student agency. German Section We have implemented our media concept in lessons this year. In primary school, we continue to prioritise the development of motor, cognitive and socio-emotional skills. Digital resources complement teaching opportunities for the children. In primary school, Klasse 1 and 2 and Klasse 3 and 4 each share Ipads. From Klasse 5 (the first year of secondary school in the German section) onwards, the students will be equipped with their own laptops from the coming school year. In Klasse 5, our curriculum also includes IT lessons, where the children are familiarised with important basics from the European Computer Driving Licence programme. This will be expanded to include more advanced topics in Klasse 6. From Klasse 7 onwards, digital skills are then incorporated into the specialist subjects. Media education is an important focus this year, and we have anchored it structurally for the coming years. All classes have developed a ‘netiquette’. In the class council, we regularly address current media education topics such as cyberbullying, cybergrooming, fake news and much more. We have also been able to involve parents in our media education by organising an event on digital parenting. British Secondary and High School Section Learning Technologies are an important part of the curriculum across all year groups. For example, Year 7 students learn to use JavaScript to programme visualisations. They build wooden puzzles to learn woodworking skills and then send personalised designs to be laser cut. Students design and create event posters using Photoshop, and design and create board games that are 3D printed and laser cut. Year 8 students learn how to plan, film and edit a documentary using Adobe Premiere. The top documentaries are selected by teachers and shown to all secondary students during lunch. They also design web pages using HTML and CSS in Replit and Code SandboxIO, and design and create lights that are 3D printed and/or laser cut. Year 9 students research and plan a 1-2 week holiday budget for a family of four, then make a presentation about it. Programming a virtual robot using VEX VR, learning to record and produce high-quality podcasts, and learning how to film short documentaries are all part of the use of learning technologies within the British Secondary Section. IGCSE Computer Science students learn to program using different algorithms and exploring networks, databases and AI. IBDP Computer Science students look at computational problem-solving, computer organisation, abstract data structures and control systems. Beyond the classroom, in the Vex Robotics CCA, this year’s cohort competed at the Formosa VEX Robotics competition held at the Taipei American School. Although our teams earned some fine victories, a place in the finals eluded them on this occasion. By leveraging technology, The FS has created a dynamic and inclusive learning environment that equips students with the skills to thrive in the digital age.

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STEAM AND INNOVATION

British Primary Section Students' use of education technology under the umbrella of STEAM has continued to develop apace. Every year group, from Nursery through to Year 6, ensured that they planned for and delivered at least one STEAM activity this year. Some notable examples were the Glowing Nightlight, linked to the 'Spotlight On Me!' IC topic (science: light/dark/shadows). The students were able to assemble a glowing nightlight and design a lid for it to show their understanding of the properties of light (opaque, transparent, etc.) The Fairground prototypes, linked to a unit on Fairgrounds - through this STEAM project, students learned how mechanical components within fairground rides work and what the forces are that act upon them. Students had to include a working mechanism which caused the ride to move, e.g. gears/pulleys, and incorporate a circuit with a functional light. Diorama projects and puppet theatres also provided students with opportunities to reinforce their understanding and use of the Design Cycle, linking meaningful practical activities to their developing understanding of the world around them. STEAM Week, which is held annually, provides further opportunities for students to demonstrate their talents and creativity. French Section The French Section embraced STEAM education through a collaborative and engaging project for the upcoming Christmas Bazaar. Cycle 3 students (CM1 and CM2) immersed themselves in the design and creation of arcade-style games, including video games, basketball, pinball, and whack-a-mole. By following the Design Thinking process, students iteratively developed prototypes, testing and refining their ideas. To create a captivating atmosphere, other classes contributed to the transformation of the Infant Hall into an Arcade Games Venue, crafting decorations and a 3D mural. This collective effort engendered a strong sense of ownership and pride among all students. Beyond the classroom, the French Section secondary students actively participated in science conferences organised by the Bureau Français de Taipei in collaboration with the Science and University Department in Taiwan. For example, at an Academia Sinica conference, students had the opportunity to delve into the world of diamonds through presentations by renowned experts. The Q&A session encouraged lively discussions and demonstrated the strong Franco-Taiwanese scientific partnership. STEAM education at EPC aims to cultivate creativity, critical thinking, and a lifelong love of learning. Through engaging projects, our students have demonstrated remarkable talent and potential for innovation. We are excited to be expanding our STEAM initiatives, thus helping to secure a bright future for all. German Section Even in kindergarten, children use inquiry-based learning methods to find out about their environment - how something grows in the earth, what the water cycle looks like, which animals live on Earth, etc. Learning with their heads, hearts and hands should give our children the broadest possible access to the topics they study, such as when they visit a pottery workshop and make their own workpieces. In primary school, the children then learn about the research steps involved in scientific questions, in projects on topics such as "Swimming and Sinking", "Light and Shadow", or "Development of a Caterpillar ", among others. In secondary school, digital tools for recording measurements and analysing data are gradually integrated into science lessons.

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British Secondary and High School Section STEAM is an integral part of MYP Design classes, for example, as seen in the Year 7 Board Games unit and the Year 8 Lighting unit. In both cases, students do research and create rough sketches of potential solutions. After refining their chosen sketches with more detail, they choose a final solution. Throughout the design process, students need to accurately plan, measure and calculate the dimensions of their solutions. To do so, they use vector-based software such as Adobe Illustrator or 3D modelling software such as TinkerCAD, OnShape or Blender; then,they present their findings through various media such as posters, film, 3D prints, cardboard models, and finely produced, detailed laser cut models. Depending on their solutions, some students also connect with science teachers and/or research LEDs, basic circuits, levers, gears and mechanics. Student Enterprise The Fairtrade Taiwan Association has invited our students who run the café at the ESC to present at a symposium they are running in Dadaocheng on 25 May 2024. Towards the end of March, a team of Year 9 and H1 students competed at the FOBISIA Flying High STEAM Challenge in Bangkok. The competition consisted of three events: designing gliders for distance, constructing F1 race cars for speed, and manoeuvring drones through obstacle courses with agility and precision. This was an excellent opportunity for our students to hone their creativity, skills, and teamwork. Our school placed second in the competition, with one of our teams also taking home a gold medal in the F1 event.

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FLOURISH

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UNIQUE JOURNEYS

At TES we take pride in our efforts to offer students a varied and high-quality range of Co-Curricular Activity (CCA) programmes, whether it be in sports, arts, music, academic or more general interest activities. In many cases, through a combination of selections from among these, our students demonstrate that they are on their way to developing themselves via their own Unique Journeys. In all endeavours, they embody the TES values of Participation, Perseverance, Respect, Responsibility, and Creativity - and this is seen in all the CCAs, ensuring their characters are developing via their efforts, successes, struggles, joys, and a myriad of other experiences. Primary CCAs At the Primary campus, CCAs are offered to students from all three sections. Teachers run the majority of activities, with support from some external music teachers and sports coaches. Teachers provide a balanced, supportive, and challenging co-curricular programme that offers students the opportunity to develop self-confidence, self-awareness, and life skills that echo our whole-child approach to education. Our range of CCAs provides opportunities for students to try out new activities or develop existing skills in their fields of interest. The numerous CCAs cover areas such as Sports, Dance, Music, the Arts, general interest hobbies, STEAM, Languages, and local culture. The thirst for CCAs from our students is impressive and great fun is had in all activities as they develop skills and enjoy socialising with students outside of their own class and section. A few significant highlights this year were: ・ The Car Engineering Club, where children embarked on a hands-on journey to design, construct and fine-tune their very own remote-controlled cars; ・ The Scholar’s Cup CCA, where two teams held a debate around Artificial Intelligence. Music at the Primary Campus Throughout the school year, there were various fantastic music and dance performances showcasing our jazz band, choirs and various ensembles. Notable performances were at ‘The Night at the Amusement Park’ event, the Christmas Bazaar, and Europe Day, as well as well-established annual performances in the local community including the Regent Hotel Christmas Tree Lighting, the ECCT Christmas Luncheon, and the European Christmas Fair. Sport at the Primary Campus In another full year of sporting events, we hosted the TES football cup, attracting the participation of over 40 teams, with our U10 team winning their competition; our U9 Football Boys competed at the FOBISIA competition (for the first time) and came second; and our Gymnastics CCA members participated in both internal exhibitions and local competitions, with both individuals and teams achieving great results. Finally, we participated in the FOBISIA Primary games in Thailand. Also, we returned to the Taipei Arena for the Primary Years Sports Day, the first one held there since before Covid. It was well attended by parents and the athletics competition was hotly contested at all year levels, with the Rukai tribe taking 1st place this year. Arts at the Primary Campus The arts are also well represented on campus, through class-led shows and curriculum work, but also in cross-campus activities. Last year there was an art contest for primary students with the theme, 'I'm a global citizen', and within this area, On the international stage was our successful participation in the Federation of British Schools In Asia (FOBISIA) Primary Music Festival held in Kuala Lumpur.

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students were given options for their artwork content - 'Caring for the environment', 'A Peaceful World', and 'Culture and Diversity'. These all resulted in amazing work and winning entries. In dance, the CCAs of hip-hop, jazz dance and ballet were as strong as ever, with performances shared at the Christmas Bazaar. Secondary CCAs At the secondary campus, we were able to return to a full range of CCAs being offered to students. Club CCAs continue to develop and we offered a total of 55 club CCAs over the year, not including sport and music CCAs. These include the very popular mainstays such as Debate Club, Science Clubs, Robotics, and Chinese drumming and calligraphy. In addition, there were some new CCAs. Some of these are student initiated and led, and these tend to have a focus on service, such as Guardians of the Stars (Autism Awareness) and Madhatters, in which students knit beanie hats for premature babies born in Taiwan. We also introduced new CCAs such as Technovator: First Steps in Coding, the Mountain Peak Podcast and Green Thumbs Gardening. CCAs were offered by teachers from all three sections. Some highlights from the year include the podcast CCA being highly commended at the prestigious SHINE Media Awards in London, the MUN CCA holding its first two-day TES MUN conference, and students entering competitions in robotics, debate, mathematics and more. Sport at Secondary Campus This year saw an expansion in the Sports CCA options participated in, and great engagement from students in sports both on island and in international competitions with other schools. Participation in the Taiwan International Schools Sports Association (TISSA) events included football, volleyball, basketball, swimming, cross country running, and badminton, across all boys’ and girls’ age groups. Notable results included: Junior Varsity Girls’ Football Champions, 16 golds in Swimming, Year 7 Girls’ Volleyball Champions, a cross country team trophy, and also wins in high school boys and girls 5km races and and the middle school boys’ race. At an international level, TES entered a number of Federation of British Schools In Asia (FOBISIA) events, giving participating students unforgettable sporting and life experiences. Notable results were Under 13 Boys’ Football Plate Champions and podium results across all sports. This year we had our first team entry to the FOBISIA Golf Tournament, held this time in the Philippines. All of the participants performed very well and gained valuable experience, with Oliver Lin (H2) becoming Over 15’s Champion, and us also having a winning scramble team member. In addition, twenty tennis players competed in the FOBISIA Tennis Tournament in Thailand, where they demonstrated their skills against some of the best players in the FOBISIA network. The Arts at the Secondary Campus On the night of Friday 15 March 2024, there was a stunning celebration of our students’ artistic talents. The IB Art Exhibition allowed each H4 artist to showcase their own style, and it was beautiful to see how proud they were as they explained their work to guests - students, parents, and staff. The enormous amount of effort and commitment that had been put in was clear for all to see. Congratulations to the H4 Art students and their Art teachers, who have been their mentors on this journey. Music at Secondary campus Our musicians had a very full programme of performances this year, including performances at the ‘Night at the Amusement Park’ event, the Winter Concert, the Spring Concert, the Parent Gala, the Europe Festival Event in HuaShan Park, and the open Student ‘Voice’ competition, to name a few. Taking the Spring Concert as an example of the students’ and music teams’ commitment to how the TES music programme builds our school values, we certainly saw the end product as outstanding in terms of performance and quality. Whilst each item contributed to the success of the evening, the finale, which saw every singer and musician who had performed that night combine for a rousing number, was one of those enthralling moments in our school lives.

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The International Award It was a busy 2023-24 school year for students involved in the Duke of Edinburgh’s International Award programme at TES, with over 30 participants in years H1 to H4 taking part. Our students showed strong commitment towards completing the requirements for their Bronze and Silver awards, and we were able to award certificates to three Bronze and eight Silver Students over the course of the year. The Award programme is tough but it is about individual challenges, not about reaching specific standards set by someone else. Young people design their own award activities, set their own goals, and record their own progress. The only person they compete against is themselves, by challenging their own beliefs about what they can achieve. Many of the activities that students chose as part of their character strength development are offered as part of our CCA program at TES, including all kinds of sports, music, art, dance, and service clubs such as PEAK, Interstellar Yearbook, The Red Cross and Amnesty International. Undoubtedly, the most memorable part of the process is the Adventurous Journey component, where participants plan and undertake an outdoor expedition with their friends and peers, after suitable preparation and training. In Term 1, 13 students in H3 started training for their Silver Award expeditions. The highlight for the teams was the qualifying expedition to Fulong in December, during which they tackled some difficult, off-the-beaten-track trails under driving rain and in muddy conditions! Also, a determined group of 15 H1 students began their Bronze Award in January and finished their outdoor journeys by May, following routes along the Old Jinbaoli Trail, through Erziping Recreation Area and up over Mt. Cising in Yangmingshan National Park. Debate and Competitions TES students have regularly participated in debate competitions and Model United Nations conferences throughout the year. It was pleasing to see our students going beyond participating in the events to organising them for TES students and other schools. Other CCAs There are so many CCAs taking place every day- at lunchtimes, after school, on weekends - that there is rarely a quiet place on campus. Whether it be students conducting interviews for PEAK magazine or INTERSTELLAR Yearbook, or events by the Pride Alliance, the Sustainability team, or House Captains, there will be engagement in some form as our students continue their Unique Journeys. Field Trips and Residential Trips This year, Unique Journeys included actual journeys as COVID restrictions and travel concerns were finally gone, and as such, in addition to one-day field trips, residential trips were back in full. There were over 30 residential trips, both in Taiwan and overseas. Some of the notable on-island ones were the Camp Taiwan residentials for various age levels across all sections; the return of the week-long Year 6 and CM2 Graduation trips to the south of the island; and secondary and high school trips (mentioned in previous sections of this report), to Xiaoliuqiu, plus the Atayal Tribe visit in Yilan. Overseas trips were for international competitions via the FOBISIA network, sport competitions, music events, STEAM, and also cultural exchanges - in the French Section to San Francisco and in the German Section a Student Council trip to Singapore. The experiences and enjoyment the students get from these trips goes way beyond what they learn for the purposes of classes. The memories last long into the future and all the sections value these highly. We thank all the teaching staff that organise and supervise these trips and make them possible. In March our students were very successful in both the Geography and Science Competitions, with our students playing a role in the organisation of this event. The same success was also seen in the History Bee and Bowl Competition.

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