TES Annual Report

Annual Report 2024-2025

2024-2025

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

Welcome to the Taipei European School Annual Report for the academic year 2024-25. This past year seems to have flown by so quickly and looking through the pages of this report, it is clear that a lot has happened at our school and much has been achieved by our students, both within and outside of the classroom. Upon reflection of the student experience beyond the classroom at TES, certainly school life is rich and varied with many opportunities for involvement in activities, trips and competitions. It is also encouraging to see how many school wide events take place for our entire community thereby truly showcasing TES as “a piece of Europe in Taiwan.” Following on from quite an intense period of inspections and accreditation visits over the previous two years, the school has been able to work towards some of the targets and goals highlighted in the various reports. Working groups of teachers have met to discuss and develop strategies for such themes and aspirations as: High Quality Learning and Teaching (HQLT); Continuous Professional Development (CPD); Diversity, Equity and Inclusion (DEI) and Digital Citizenship. It is encouraging to see staff from all school Sections participating in this work and supporting “One School with Common Aims.” Additionally, many student activities at both Primary (EPC) and Secondary (ESC) campuses have been combined events incorporating all Sections. Following a period of re-design and tendering for the Middle School Building project, it was very satisfying to finally break ground at the EPC in June 2024. Since then, construction over this past year has focused on foundations and basement construction. This coming year should see the successive rise of the seven levels of the building as the contractor reaches completion of the building work in February 2027. The school will then fit out the various rooms and facilities ready for opening the building in August 2027 for around 400 students from the ages of 11 to 14 years of age. A task group is currently working on the plans and logistics for scheduling the Middle School classes and activities on the Primary campus site, as well as considering the running of the High School classes at ESC. Throughout 2024-25, I have had the privilege of visiting over 90 classes in the Secondary Sections, having focused on Primary classes during the previous year. It was both fascinating and encouraging to see effective pedagogical approaches across all Sections and how focused and engaged the students are in their learning. It was also interesting to note how technology, such as laptops, is authentically used to support and supplement learning rather than dominating the work and activities in the classroom.

Please enjoy reading the pages of this year’s Annual Report - a record of another successful year at TES.

John Nixon MBE CEO – Taipei European School

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STUDENT ADMISSION AND STAFF RECRUITMENT REVIEW Student Admission Review The 2024-25 admissions cycle closed with enrollment meeting our targets, with several year levels reaching capacity and moving to the waiting pool. Strong interest from both overseas applicants and locally based international families - whose educational goals align closely with the TES mission - has continued to drive a robust and diverse pool of applications. Consistent with our commitment to fostering a school community that reflects the broader society around us, the number of applications from international families residing in Taiwan was similar to that of the previous admissions cycle. The 2025-26 academic year will start with approximately 1,701 students representing 53 different countries and regions, collectively speaking around 30 home languages. We are proud to foster one of Taiwan’s most dynamic and culturally diverse learning communities.

Staff Recruitment Review Workforce Composition: 360 Employees

Our educational excellence continues to be driven by a team of dedicated professionals. For the 2024–25 academic year, we maintain a strategically balanced workforce of 360 employees, ensuring comprehensive support across all aspects of school life. Our team structure aligns with our educational focus, with approximately 77% of staff involved in teaching and teaching support roles, and the remaining 23% providing vital support across administrative functions.

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Workforce Demographics Our gender distribution reflects a diverse environment, with 65.6% female representation and 34.4% male. The age profile of our staff remains predominantly within the 40-50 bracket (45.8%), providing a wealth of experience and maturity to our educational approach.

Currently, 56.4% of our colleagues have been with TES for over five years, reflecting a stable team and consistent staff retention over time.

Teaching Excellence The backbone of our educational provision remains our highly qualified teaching team, with 100% of teaching staff holding relevant professional qualifications. Our student-to-teacher ratio of 6:1 ensures personalised attention and tailored learning experiences for every pupil. The staff turnover rate for the 2024–25 academic year stands at 11.9%, down from 13.3% the previous year. This figure remains relatively low within the international school sector and reflects the school’s ongoing efforts to foster a positive and supportive working environment.

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Global Perspective TES continues to embrace its international character through a richly diverse teaching force. Our teaching and teaching support staff bring global perspectives from across continents, enriching our educational environment and preparing students for an interconnected world.

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STAFF DEVELOPMENT

Learn and Flourish Professional development remains central to our school's ethos. This academic year, our continuous professional development (CPD) programme continues to evolve in line with the needs of our staff and the school's broader educational goals.

Our commitment to professional learning is reflected in the delivery of 200 local training sessions and 74 overseas training opportunities this year, supporting a total of 3,641 recorded attendances, as many colleagues participated in more than one session. This marks an increase from 190 sessions held last year. These development initiatives align with our strategic focus on continuous improvement and future-oriented education, encompassing leadership development, subject-specific workshops, IB training, and participation in respected international conferences. Through these initiatives, TES continues to prioritise the development of up-to-date pedagogical knowledge and professional skills among staff. This ongoing investment in professional growth supports the delivery of engaging and forward-thinking learning experiences for our students. British Primary Section Staff professional development (PD) has continued to be a key strategic focus within BPS and staff have been offered a wide ranging and comprehensive array of PD across a variety of areas related to student learning. At the whole staff level, BPS staff, including learning assistants, engaged in comprehensive International Primary Curriculum (IPC) training throughout the academic year, facilitated by two days at the start of the year from our ICA trainers. This professional development focused on deepening understanding and effective implementation of the IPC framework across both key stages. A key highlight for our Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) team was two days of fantastic PD led by Kym Scott, an experienced early years educational consultant. These invaluable sessions specifically explored the crucial role of play and the learning environment in fostering early childhood development. Some of our teachers also had the opportunity to attend conferences and training abroad in Beijing, Hong Kong, and Malaysia and brought back fantastic ideas from the schools they visited and the talks they attended. Teachers were also offered Brook Traffic Light Tool Training across all age ranges which equipped them to deal appropriately with any sexualised behaviour and understand what is age appropriate and what should be flagged for concern. This training has really helped to enhance our safeguarding knowledge and approaches. Alongside this, staff have engaged in more bespoke training opportunities such as the National Best Practice NPQ offerings for Senior Leaders and Masters Programmes.

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French Section Since August 2024, the French Section has fostered a truly dynamic culture of PD, with 24 unique initiatives undertaken by our dedicated teachers, staff, and leadership. This substantial investment directly enhances the innovative learning environment we offer our students. Our commitment to growth is evident in the diverse range of opportunities pursued. Four of our colleagues attended significant conferences and training sessions in Asia and Paris on the Baccalauréat Français International (BFI), broadening their perspectives and bringing back cutting edge insights. Our secondary teachers also received specialised training on the 'Method of Shared Concern', a non punitive, multi-stage strategy for addressing group bullying and fostering a positive school climate. Beyond in-person events, six individuals undertook online courses at prestigious institutions like Harvard, focusing on enhancing their leadership and digital competencies – skills vital in today's evolving educational landscape. Our strong collaboration with the AEFE network has also been pivotal, providing an impressive 12 targeted training sessions, further enriching our collective expertise. Furthermore, three team members successfully acquired key AI certifications, ensuring our section remains at the forefront of pedagogical best practices and technological integration. The French Section's expertise extends beyond participation; our colleagues actively contribute to the broader educational community. Nicolas Blanc led influential AEFE workshops on communication strategies in Hanoi, sharing valuable insights with peers across the network. Concurrently, Primary Deputy Head Juliette Kudlikowski plays a crucial role in shaping future international educators, delivering specialised workshops for the Master's degree programme at Université-INSPE Clermont Auvergne in collaboration with TES. The French Primary Section will welcome three teacher trainees from this University for a three-month placement at the beginning of the 2025–26 school year. German Section Throughout the past school year, targeted professional development activities were carried out across all educational levels to enhance teaching quality and address current educational needs. Nursery: Language Support and Digital Tools: The focus was on improving German language support in both integrative and additive formats. Various methods of language assessment were discussed, and new learning apps were reviewed for classroom use. A training course in Seesaw aimed to strengthen portfolio work and improve communication with parents. Primary School: Curriculum and Competency Focus: Our internal curriculum was refined with an emphasis on hands-on, problem-based, and competency-oriented learning. Project-based approaches in Mathematics, German, and General Science were a central part of this effort. Secondary School: Curriculum Update and Diagnostic Tools: The English curriculum for years 5–8 was updated, and project days were planned. The timetable was revised to include a support period and integrate projects into subject teaching. Additionally, Westermann’s online diagnostic tools were introduced in Mathematics and German. Cross-Level: Fobizz Platform and Digital Literacy: Across all divisions, the Fobizz platform was introduced. Initial modules covered artificial intelligence, prompt engineering, and key topics in media education such as fake news, sextortion, and cyberbullying. This proactive and continuous engagement in professional development underscores the unwavering commitment to educational excellence and ensures our students benefit from the most current and effective teaching practices.

These initiatives reflect our commitment to providing a modern, supportive, and digitally enhanced learning environment for all students.

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British Secondary and High School Section This academic year has been defined by a shift from strong foundations in authentic assessment to a deeper focus on authentic learning. In line with our goals to offer a world-class Middle Years Programme (MYP) curriculum, PD across BSHS has been centred on building conceptual understanding, enhancing service learning, and embedding the Approaches to Learning (ATLs) in day-to-day classroom practice. This year we welcomed three internationally respected educational leaders to TES: Dr Jennifer Wathall worked intensively with our Mathematics faculty on Concept-Based Mathematics, introducing vertical classroom strategies and tools to deepen student understanding through visual and kinaesthetic approaches to the subject. Tania Lattanzio, working with the whole teaching staff, helped us better understand how to foreground concepts in the curriculum and design units with conceptual understanding at their heart. Her work gave staff the tools to move from activity-focused lessons to learning sequences driven by transferable ideas. The INSET day with Tania was both reflective and practical; BSHS staff engaged with provocations, thinking routines, and planning structures that continue to shape our curriculum conversations. Later in the year, Cathy Berger-Kaye built on this foundation through her work on Service Learning. She reminded us that research is not just digital, it can be experiential, social, and community-based. Year 7s applied her MISO method (Media, Interview, Survey, Observation) the very next day in an Approaches To Learning-focused project. In a memorable moment, Cathy used live whiteboarding with our English team to show how curriculum narratives can be built across year levels. This made a direct connection to our annual staff professional reading book 'Streamlining the Curriculum,' which focused on cohesion and connection in the curriculum both vertically and horizontally.

These three voices strengthened our shared strategy for building an exceptional MYP curriculum grounded in student ownership, community engagement, and deep learning

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LEARN

STUDENT LEARNING OVERVIEW

British Primary Section This has been a very exciting year as we revamped our Integrated Curriculum through the introduction of the highly regarded International Primary Curriculum (IPC) in Years 1-6. The much enhanced integration of the non-core subjects, through carefully crafted and engaging units such as: ‘We are What We Eat’, ‘Feel the Force’, ‘Explorers - The Great, the Bold and the Brave’ and ‘Go with the Flow’ provided teachers with the opportunity to ensure cohesive and rigorous learning, whilst engaging and motivating students to learn. Alongside this, we introduced a more research-based approach to the teaching of reading, based on the most current, research-backed, knowledge of how we learn to read. This led to a revision of the more traditional and less effective methods used and has brought clear benefits to students. In the Early Years Foundation Stage (EYFS) and Key Stage One (KS1) there has been targeted focus on ensuring that our play-based learning approach is geared towards student interest, but provides a high challenge for all learners across all ranges of interest and ability. Outside of the classroom, our students have continued to flourish in all areas with excellent results in competitions across all sporting modalities. Music has also continued to thrive with the Music department offering varied and high-quality programmes for music and singing CCAs. Year group performances, visiting speakers, day trips, and residential trips all continued to support our students' development of their Learner Profile Attributes and the School’s Community Values, ensuring that we are able to continue providing a first class holistic education here at TES. French Section The 2024-25 academic year saw our French Section students embark on a rich journey of learning that extended far beyond the classroom walls. Our dedicated teachers once again demonstrated their creativity and forward-thinking spirit, enriching the curriculum with engaging activities such as the publication of the book “Taipei, Mon Amour,” a unique guidebook about Taipei, and the production of beautiful artworks in collaboration with our artist-in-residence. A highlight for our primary students, from CP to CM2, was their exciting STEAM Week challenge, where they applied the Design Thinking approach to create various fun and innovative games. Their projects, which ranged from traditional ring toss to impressive video games, showcased their ability to combine critical thinking, teamwork, and problem-solving. At the heart of our school lies the ambition to empower students with fresh perspectives and open minds, embracing diverse opinions as a pathway to deeper understanding. It has been inspiring to see students channel their creativity and curiosity into unique projects that positively impact the world. This commitment to sustainability deepened with our ‘eco week’ on ‘waste and food’ and with the initiative ‘La cartographie des controverses’ (a set of techniques for exploring and visualising controversy), setting a strong example for responsible action and debate. Finally, this year marks a historic milestone with the first graduating class of the Baccalauréat Français International (BFI). These students followed two additional English courses focused on humanities: ‘Connaissance du monde’ and ‘Approfondissement culturel et linguistique.’ Beyond the challenges of starting a new programme, the impact has been very positive, and this new demanding pathway was well-received by families. German Section Student learning extends beyond the classroom through a wide range of enriching experiences that support academic development, creativity, wellbeing, and global citizenship. Competitions and Achievements: Students actively participated in various academic and athletic competitions throughout the year. Highlights included the 7th East Asian Games in Tokyo, where TES competed in gymnastics, football, basketball, swimming, and athletics, earning multiple medals and placing 4th overall. Students also took part in the 66th Reading Competition, the Kangaroo Mathematics Contest, a German Section Basketball Tournament, a football tournament, and external events such as the Taipei Educational Cup in Taekwondo. Field Trips and Outdoor Learning: Learning outside the classroom included overnight trips, nature exploration, and cultural outings. Primary students joined a three-day trip to Toucheng, secondary students attended Camp Taiwan, and middle school classes went dolphin watching, ice skating, baking, and cycling to Guandu Nature

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Park. Kindergarten students visited the Taipei Zoo, a pottery studio in Yingge, and the paper museum, promoting discovery and social interaction.

Creative and Thematic Learning: Students expressed themselves through theatre, art, and literature. Projects included a stage production of 'Romulus the Great', a creative reading journal based on the novel Tschick, and an art exhibition on dream rooms inspired by Hundertwasser. School-wide events such as Peace Day, Carnival, and a Christmas card station added colour to the school year. Literacy, Language & Cultural Exchange: The school celebrated language and culture through author visits, Europe Day, and the Franco-German Day, featuring bilingual performances, cultural presentations, and collaborative activities. A reading with a guest author on bicultural identity encouraged thoughtful discussion and reflection. Student Initiatives and Wellbeing: Student-led programmes included the launch of the BLU peer mediation initiative and participation in the “Democracy in the Classroom” project, linking to the German Bundestag elections. The school also hosted a Safer Internet Week, covering topics like cyberbullying and digital responsibility. Kindergarten and Primary Highlights: Young learners took part in events like a Sports Day, the Kindergarten Olympic Games, and musical performances with guest artists. The year began with the traditional School Start Ceremony for Grade 1 and included joyful seasonal celebrations such as Chinese New Year and Easter. Open House Days welcomed families into the early years learning environment. British Secondary and High School Section The British Secondary and High School (BSHS) offers an education that develops the whole child. The three main programmes provided are the International Baccalaureate (IB), Middle Years Programme (MYP), the IB Diploma Programme (DP), and the IB Career-related Programme (CP). An IB education provides for the holistic development of our students into successful lifelong learners who can thrive and look after their wellbeing when they graduate. Our first IB CP students graduated with university credit from their Savannah College of Art and Design (SCAD) courses and the World Academy of Sport (WAoS). Two of our students with SCAD achieved a perfect 4.0 GPA score for their five SCAD university courses. These programmes have proven highly effective in helping students with specialist interests get a serious head start in the professions they want to pursue and achieve excellent university placements with impressive scholarships. The MYP entered its fourth year, and we are seeing impressive results from our students engaging in concept-based learning and inquiry. Students see more relevance in their education and its significance to real-world applications. Additionally, students have also been learning through service projects, as well as engaging in their real-world projects. Additionally, to support the MYP, we have introduced coordinators for community engagement and personal projects to enhance the opportunities and experiences for our students to learn authentically. Next year will see the final year of the International General Certificate of Secondary Education (IGCSE). This programme has served us well for more than 25 years, but the MYP will provide our students with an education more suited to the work they will do in their professional careers. Additionally, we regain more than 12 weeks of learning and teaching time. The IB DP programme that commenced in 2002 is very well established. That said, seeing that our average DP score of 36 in the May 2025 session was impressive, as this score is enough to get students into excellent institutions such as University College London. It also puts us in the top band of IB schools. Furthermore, to help our students progress further, we are introducing a Theory of Knowledge coordinator and an Extended Essay/Reflective Project Coordinator to support our students in the DP and CP core areas. These experiences reflect the German section's commitment to holistic education, where academic excellence, creativity, community, and well-being are deeply interconnected.

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Chinese Language and Culture In the Primary Section, the Chinese department has significantly enhanced its curriculum this year by aligning learning materials and topics with the International Primary Curriculum (IPC). This strategic integration has strengthened students' cross-curriculum thinking and developed their Chinese reading comprehension and written expression through authentic source materials and carefully designed questioning techniques. By connecting learning across subject areas, we have fostered higher-order thinking skills while refining students' communication and presentation skills. A key initiative this year introduced students to diverse literary genres, creating truly immersive language environments. The department effectively utilised narrative contexts to deliver instruction on Sustainable Development Goals principles, including 'Good Health and Wellbeing for People' and 'should be before,' promoting environmental stewardship, economic sustainability, and social responsibility throughout students' learning journeys. The Chinese Enrichment Programme (CEP) continues to excel as an innovative dual-language instructional model delivering the English National Curriculum. Students in the CEP classes benefit from an enriched Chinese language curriculum that integrates logical reasoning development, mathematical linguistic skills, and complementary English language reinforcement—all designed to cultivate advanced bilingual proficiency. Building on its successful implementation in Years 1-5, we are pleased to report that the programme has now expanded to include Year 6 for the 2025-2026 academic year. At the Secondary Campus, the Chinese Language and Culture programme continues to embrace the Middle Year Programme (MYP) framework with intentionality and innovation. Rooted in concept-driven learning, our teaching practices are designed to connect students’ language development with real-world experiences, encouraging deep thinking, meaningful reflection, and intercultural understanding. A Garden of Ideas: The Concept Wall: Inspired by Tania Lattanzio’s professional learning workshops in September 2024, our team introduced a Concept Wall—a dedicated space to showcase students’ evolving conceptual thinking throughout the year. Through reflective writing, sketching, character analysis, photography, and cultural interpretation, students expressed their personal growth and creative insights. The wall has become more than a display—it is a living gallery of thought, expression, and identity. Conceptual Enrichment Through Chinese Masterclasses: The Chinese Masterclasses invited distinguished experts to deepen students’ conceptual understanding across various themes. Dr. Lin, 林昇誼 from Médecins Sans Frontières shared her experiences in Afghanistan with Year 7 students, addressing global issues of human rights and equality. Renowned children’s author, Ms. Chang, 張友漁 led workshops exploring the concepts of community and creativity, while travel writer 凱西女孩 engaged Year 8 students with reflections on cultural exploration. Professor Yen, 顏國明 offered philosophical insights into 'Journey to the West' for Year 8 and Year 9, enriching their understanding of culture and creativity. As part of the Chinese Poetry Festival, acclaimed poet 宇文正 provided feedback on Year 9 students’ original poetry, further inspiring their creative expression. Year 7: Connection in Action: In addition to the Chinese Masterclass with Dr. Lin 林昇誼 , locally, students explored connections in their immediate surroundings through a “Concept Walk” to a neighborhood breakfast shop, where they interviewed staff and observed daily routines. These everyday interactions became opportunities for inquiry, revealing how community roles are interwoven into the fabric of society. Year 8: Exploring Culture Through Stories and Flavours: As well as the Chinese Masterclass with Professor Yen 顏國明 , to extend their learning into culinary culture, students participated in a field trip to Din Tai Fung ( 鼎泰豐 ) and the Kuo Yuan Ye Museum of Cake and Pastry ( 郭元益糕餅博物館 ) on 19 June. Through engaging with menus, conversations, and tastings, students applied their food-related vocabulary and cultural knowledge in authentic contexts, while reflecting on Taiwan’s rich culinary heritage. Year 9: Culture, Creativity, and Community: Students expanded their understanding of sustainability and global citizenship through several integrated units. On 15 November, the 'Sustainable Dream House' project brought together Chinese language, design thinking, and the UN Sustainable Development Goals. Students combined their language skills with creative design, receiving peer feedback and participating in a friendly competition that highlighted the power of student voice and collaboration. Other trips included: On 5 December, students visited the Taipei City Police and Fire Departments, engaging directly with public service professionals to explore the concepts of community and connection. On 8 May, students visited the Nangang Pouchong Tea Mountain ( 南港茶葉製造示範場 ) to observe the tea farming and harvesting process. The trip offered not only a sensory experience but also a lens through which to examine the relationship between culture, tradition, and sustainability.

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ACHIEVEMENT AND UNIVERSITY APPLICATIONS Our Class of 2025 has received wonderful results from top institutions worldwide. The diverse destinations truly set our students apart as a global citizen and lifelong learner. These universities include Sciences Po, Sorbonne University, and University of Bordeaux (France), Trinity College Dublin (Ireland), Erasmus University Rotterdam and University of Amsterdam (the Netherlands), IE University and University of Navarra (Spain), Cambridge University, University College London, and Imperial College London (United Kingdom), Barnard College, Northwestern University, Tufts University, University of California Los Angeles, and Washington University in St. Louis (United States), University of Toronto and University of British Columbia (Canada), University of Sydney (Australia), and Waseda University (Japan). Full list of offers and matriculations can be found on the UCC webpage - Academic Profile. In the 2024-2025 academic year, the UCC department organised 61 single university visits; two university fairs of around 60 universities each; one career fair with 23 different companies (44 professionals); Six Career Speakers Series highlighting different career pathways from the arts to the semiconductor industry; and last but not least, our Summer Experiential Learning Program (internship program) where we sent 8 students to intern at 7 different companies.

High School Section BSHS IGCSE Results 2025

BSHS IB DP Results 2025

BSHS IB CP Results 2025

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German Section Outstanding Performance at All Levels

This school year, the German Section once again achieved remarkable academic success across all grade levels. Students in grades 3, 6, and 8 participated in the standardised competency tests of the German federal state of Thuringia in the subjects of German, Mathematics, and English. In all three grades, our students scored above the state average, reflecting the high quality of teaching at our school. A particular highlight was the dual examination success of our 17 Klasse 10 students. They successfully completed both the official German Mittlerer Schulabschluss exams, administered by the Standing Conference of the Ministers of Education and Cultural Affairs (KMK), and the British IGCSE examinations – a notable achievement by the students of the German section. The school year culminated in the excellent results of the six graduating students in the bilingual International Baccalaureate (GIB) programme. Their performance demonstrated strong bilingual proficiency in German and English, often complemented by a third language, and underlines the international academic profile of our school. French Section Our 2024-25 student cohort performed very strongly in their respective examinations, as has been the case in previous years also. The Troisième students successfully passed the Brevet des Collèges, with every single one achieving honours. The Terminale class also delivered similarly remarkable results, securing a 100% pass rate with honours in the Baccalaureate Francais International (BFI). It is pleasing to see that the French Section’s commitment to high quality teaching and learning is being reflected by the really exceptional work of the students and their subsequent exemplary examination results. As a consequence the students are now preparing to take their next steps at outstanding colleges around the world. Destinations were 77% within Europe, which includes 11 students going to France to prestigious universities like; Sciences Po Le Havre, CPES Henri IV, CPGE du Parc Lyon.xternal 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. French Section Grading Scale French Baccalauréat examination results 2017-2025

BFI examination results 2025

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LEARNING TECHNOLOGIES

In a world shaped by innovation and rapid change, Taipei European School continues to lead with purpose, using technology to teach and inspire.

This year, we took bold steps forward in our digital learning journey—steps guided by the European DigComp Framewor k . This roadmap helps learners of all ages develop the skills, awareness, and mindset needed to thrive in a digital world. Our mission? To go beyond using technology, to use it well , ethically , and creatively . To build a community that learns how to code, click, and create, but also how to care , respect , and lead in digital spaces. It was a year shaped by growth , innovation , and the shared belief that digital learning should reflect our TES values. Navigating the Digital Landscape > DigComp Area 1: Information and Data Literacy From Primary learners using Britannica School to research animal habitats, to Secondary students evaluating online sources for their projects, students strengthened their ability to find , analyse , and question information. Students learned that knowing where information comes from, and why it matters, is a foundational skill for global citizens. Here, we saw Responsibility in action. Learners asked: Is this a reliable source? Who created this data? What biases might be hidden behind the search results? These are the habits of thoughtful digital explorers, and they were visible every day. Connecting with Purpose > DigComp Area 2: Communication and Collaboration Technology helped us stay connected across subjects, campuses, and cultures. Whether it was through collaborative writing in Google Docs, video feedback in Seesaw, or virtual science experiments, students used tech to build ideas together . During cross-campus sustainability projects and peer-to-peer coding challenges, our learners demonstrated Respect and Creativity , listening to diverse perspectives and finding shared solutions, often from opposite sides of the screen. Students learned that meaningful digital communication starts with empathy, and that every emoji, email, and shared document is a chance to reflect our values. Creating and Expressing in New Ways > DigComp Area 3: Digital Content Creation Our students became makers, designers, and storytellers this year. They filmed documentaries, developed websites, composed digital music, and even built game prototypes. In Art, Drama, and Design, digital tools helped students bring their visions to life in entirely new forms. Here, Creativity and Courage took centre stage. Students didn’t just consume content, they created, shaped, and questioned it. And they learned how to attribute sources, license their work ethically, and reflect on originality in an AI-assisted world. Staying Safe, Thinking Critically > DigComp Area 4: Safety Our Digital Citizenship curriculum deepened this year with clear, age-appropriate guidance on cyberbullying, privacy, screen habits , and the emerging challenges of generative AI. Students across year groups explored password safety, image rights, and online identity. Safety wasn’t just about avoiding risk, it was about cultivating Caring and Respect in everything we do online. In a year of incredible digital growth, we also focused on what matters most: wellbeing . As screen time became a bigger part of learning and leisure, we initiated steps to help students find a balance. We discussed healthy habits, screen fatigue , and mindful tech use , encouraging students to reflect on when to log in and log off. We invited parents into the conversation through talks and guides. Solving Problems, Building Futures > DigComp Area 5: Problem Solving Whether debugging code in Scratch, resolving group tech issues in Design lessons, or applying AI responsibly to a research task, our students tackled digital challenges with Perseverance and purpose. Tech mentors continued to emerge in classrooms. Student-led workshops supported peers with tips on file organisation, app use, and digital study skills. Our learners embraced digital problem-solving not just as a skill, but as a mindset : curious, patient, and open to change. AI in Education: A Future We’re Ready For We embraced one of the most exciting and transformative educational developments: Artificial Intelligence . As AI tools became more accessible, our classrooms became spaces not just for using AI, but for understanding it, questioning it, and exploring its potential responsibly. From language models that help with brainstorming to creative tools that turn sketches into digital artwork, our students experienced firsthand how AI can support learning,

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spark creativity, and solve problems in new ways. More importantly, they learned that AI is not a replacement for thinking , it’s a partner in thinking. At TES, education should prepare students not just for the world as it is, but for the world it is becoming. That means helping students build critical thinking, digital literacy, and a strong sense of ethical responsibility when working with AI. We’ve had honest conversations about bias, authorship, misinformation, and the importance of human judgment in an increasingly automated world. As a school guided by our core values, Creativity , Responsibility , Courage , and Respect , we see AI as an opportunity to deepen learning, not distract from it. Our students are not only learning how to use AI, they’re learning why it matters, when it’s appropriate, and what it means to use technology in thoughtful, fair, and future-focused ways. Looking Forward: Building a Digitally Compassionate Future As we look ahead, our goal remains clear: supporting every learner to become a confident , ethical , and compassionate digital citizen . One who codes with Creativity , posts with Responsibility , collaborates with Respect , and leads with Courage . British Primary Section Computing and technology are thoughtfully integrated across our curriculum, from the Early Years Foundation Stage (EYFS) through to Key Stage 2 (KS2), reflecting our commitment to developing students' digital literacy and technological fluency. Throughout the school, students regularly engage with core iPad apps such as iMovie and Keynote to present their learning creatively and confidently. In addition, we are steadily embedding the use of Google Suite applications, including Docs, Slides, and Drive, to support collaboration, organisation, and digital communication across year groups. By utilising a range of specialised cloud-based software and educational apps, we are able to personalise learning, meet individual needs, and encourage creativity and problem-solving. As students progress through primary school, they are introduced to an increasingly diverse selection of devices and digital tools, which help them build confidence and competence in a tech-rich environment. Examples of intentional and effective use include Nursery’s exploration of AI-generated art and hands-on woodworking projects, Year 1’s screen-free coding experiences using mTiny robots, and Year 4’s work in coding and controlling programmable robots. These purposeful applications of technology support not only skill acquisition but also creativity, collaboration, and critical thinking. Our curriculum remains agile and forward-looking, preparing students to engage with emerging technologies while learning how to stay safe and responsible online. We remain dedicated to empowering every learner to navigate the evolving digital world with curiosity, care, and confidence. French Section This year, the French Section's students have been empowered to address real-world challenges by blending technology, science, and creativity. Our students have developed critical thinking, problem-solving, and a profound sense of civic responsibility through these initiatives. Our teachers have once again leveraged technology to create authentic, novel experiences, connecting learning directly with the real world. To support this, the section reviewed and refined its digital citizenship curriculum, focusing on digital collaboration, communication, and technological literacy skills. We also emphasised adapting to new systems and processes while maintaining a safe digital environment and promoting healthy digital habits. The Pix platform played a key role in this effort, helping students build essential digital literacy and problem-solving skills, culminating in a recognised certification. As the quality of teaching and learning remains paramount, the French Section has ensured they stay at the forefront of pedagogical and technological developments, ensuring our students are well-prepared for the future.

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German Section In collaboration with GS classroom teachers, STEAM is moving forward well. With the expectation of immediate results becoming more prevalent in society, gone are the yesteryears when following instructions was a fundamental, simple process. Therefore, we want to stress adhering to step-by-step instructions in each and every project. Lego Education is a good example and a great learning resource to cultivate this attribute. Children have structured lessons on building instructions. During this phase, they also learn coding and the understanding of some engineering principles, such as gears, rotations, gyroscopic and light sensors. Once they are familiar with the possibilities and the limitations of Lego, they are provided with miniature wooden catapult and ballista kits to assemble. During this process, they paid close attention to the mechanical operations of the machines. Their creativity ensues as they are given the opportunity to use Lego to build similar designs with extension lessons to add sensors and gears, depending on their own interpretation and conceptualisation. We also devised other lessons to promote instructional learning that use both traditional and high-tech methods. Some such lessons are our Lichtkasten als Nachtlicht (light box) and key hanger projects. Not only are children introduced to hand drills, Jr. hack saws and files to learn basic woodworking skills, but in the light box project for example, we also integrated multidisciplinary STEAM skills in the lesson to include learning of electric circuits and 3D designs. British Secondary and High School Section This year, all Year 7, 8, and 9 students have subscriptions to Adobe Creative Cloud. This gives them access to software used by professional designers such as Photoshop, Illustrator, InDesign and Premiere Pro. The Design Department now has a class set of iPads, and students frequently use them to quickly sketch ideas. They bring their best sketches into Photoshop and Illustrator to refine them and send them to be engraved or cut on the laser cutter or vinyl cutter.

Year 7 students set up files in Illustrator that were then laser cut and engraved on cardboard.

With our newly purchased sewing machines, Year 9 students learn how to make bags. They then used Procreate, Photoshop and Illustrator to create logos and designs which are sublimation printed and heat pressed onto their bags.

Year 8 and 9 students built VEX robots and programmed them to solve basic problems like detecting and picking up items.

IGCSE Computer Science students learned to programme using different algorithms and exploring networks, databases and AI. IB DP Computer Science students looked 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 Pacific American School in Hsinchu. Although our teams earned some fine victories, a place in the finals eluded them on this occasion. With AI, teachers continue to look for balance and clarity when giving assignments. Students are encouraged to use AI in meaningful ways and to double-check responses. 3D printing is becoming much more prolific, and many teachers came to a session run by John Chin on 3D printing to find out how it is currently being used and how it will be used in the future.

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STEAM AND INNOVATION

British Primary Section This year, STEAM in EPC continues to foster a wide range of technical skills, creativity, and critical thinking across all sections and all year groups. Students engaged in projects that integrated hands-on craftsmanship, digital literacy, engineering principles, and creative design. Studies have shown that these activities can nurture problem-solving abilities, fine motor skills, logical thinking, and interpersonal communication, thus preparing our students for bright futures ahead. This year, BPS embarked on our first year of the International Primary Curriculum (IPC) to complement the British National Curriculum. With IPC prioritising a thematic, inquiry-based approach through task-specific learning activities, STEAM focuses on targeted skills to concentrate on the understanding of underlying concepts. Reflecting on TES's dedication to the holistic development of students with globally-minded education, the IPC is intentionally chosen for BPS because of its principles and approach that connect with MYP and IB programmes implemented in our secondary campus. This vertical alignment ensures a cohesive learning journey where the emphasis on global understanding is consistently reinforced from primary through secondary education. STEAM projects this year demonstrated a well-rounded approach by balancing traditional skills with digital technology. To highlight a few projects, in Year 1’s ‘The Magic Toymaker’ unit, children learnt how joints are necessary to create movable parts while making their own unique wooden toys. In Year 4, students continued this exploration through engineering principles by incorporating the design thinking skills (design cycle) in learning levers and linkages in their ‘Travel & Tourism’ unit which culminated with the creation of a futuristic travelling machine. For the Year 6 cohorts, the progression went further in their ‘Go with the Flow’ unit where students in teams had to design and build a movable bridge. This tested their ingenuity, problem-solving abilities, and collaborative skills. They, once again, utilised the design thinking skills for planning and documented their designs with a final narrated presentation. This cross-disciplinary and hands-on engineering challenge not only reinforced their understanding of structural integrity and forces but also encouraged them to iterate and refine their designs based on testing and feedback, preparing them for complex real-world challenges. French Section Following the success of last year’s ‘FS Arcade’ during the Christmas Bazaar, we continued with the tradition this year with ‘Marché de Noël’ and came up with new ideas to engage our students. Once again, they showcased their learning outcomes with physical artefacts for the community to enjoy. Our CE2 students explored circuitry by creating greeting cards adorned with flashing LEDs. The ambitious CM2 students went above and beyond by designing, building and coding two interactive carnival games, both utilising microbits to track scores and set timers. One game focused on pulleys, while the other highlighted principles of electricity. We also brought back a fan favourite where CM1 students coded games via Microsoft Makecode Arcade based on their interpretation of a literature they read in class. This is a classic demonstration of learning by doing. To further drive the design thinking process, which encourages students to empathise with their audience, artistic elements were therefore instilled in all projects to attract guests and patrons to browse and shop. This gave the students agency as the collected proceeds were distributed to the PTA which ultimately funnelled back to section resource purchases to further enhance student learning experiences. German Section STEAM education is brought to life through engaging, hands-on activities tailored to each developmental stage— from preschool to secondary school. These experiences foster curiosity, creativity, and a deep understanding of scientific and artistic principles. Preschool: Our youngest learners explore the world through sensory-rich experiences, such as a Jingge pottery workshop, where they shape and decorate their own clay creations, and a visit to the Paper Museum in Taipei, offering insights into the traditional and scientific aspects of papermaking. As part of our Earth Day celebrations, we delved into the essential elements that foster the growth of plants. Through engaging hands-on activities, children

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discover what plants need to thrive: sunshine, water, and nutritious soil. They learn that these elements are vital not just for plants but also for our own health. In discussions about how to keep our plants healthy, we taught the importance of proper care, such as watering them correctly and ensuring they receive enough sunlight. This, in turn, leads to reflections on our own wellbeing. What we need to stay healthy includes balanced nutrition, hydration, and active play. By nurturing both plants and ourselves, we developed a deeper appreciation for the interconnectedness of life on Earth. Primary School: Students actively investigated natural phenomena through thematic projects like “Fire and Combustion”, where they safely experiment with fire under supervision to understand its properties and uses. Integrated STEAM weeks and classroom experiments brought scientific concepts into a tangible context, encouraging inquiry-based learning. Secondary School: Older students engaged in more advanced, interdisciplinary challenges. Highlights included participation in the international Känguru mathematics competition, which fosters logical thinking and problem-solving skills. They also took part in the Biber informatics competition, promoting computational thinking and digital literacy. Students design and build their own optical devices, such as Camera Obscuras, as well as time-measuring instruments. In biology and chemistry, they applied their knowledge in hands-on activities like making yoghurt to explore the process of fermentation. A wide variety of practical science workshops and projects ensures continuous engagement and real-world application of knowledge. Additionally, preparations are underway for the introduction of ‘Design’ as a new subject, aiming to further expand interdisciplinary learning opportunities. Moreover, GIB students of the German Section participated in the IB Collaborative Project in Grades 11 and 12, allowing them to explore global issues through interdisciplinary teamwork and research in line with the IB philosophy, together with students of the BSHS. This academic year has marked an exceptional milestone for TES in the field of STEAM education and sustainability advocacy. The school has actively participated in numerous science, technology, engineering, arts, and mathematics (STEAM) related activities, with one of the most remarkable highlights being our participation in the KidWind Taiwan and Asia competitions. For the first time, all TES sections — Primary, Secondary, and the French Section — qualified for the KidWind Asia finals, showcasing the outstanding teamwork, innovation, and scientific thinking of our students. Among them, a Secondary team proudly earned 5th Place in the Asia finals, narrowly missing qualification to the US KidWind World Finals. Their achievement is a testament to the high level of dedication, critical thinking, and collaboration among our learners. KidWind is more than just a competition — it is a United Nations Sustainable Development Goals (SDG) aligned STEAM initiative that challenges students to design, build, and test wind turbines while deepening their understanding of renewable energy and climate solutions. With many TES families working in the energy and environmental sectors, our students are ideally placed to represent both the school and the wider region in advancing knowledge and awareness about sustainability. We are also thrilled to announce that TES has been selected to host the 2025–26 FOBISIA KidWind regional event. This prestigious opportunity will welcome teams from across Asia, and the top three winning teams will automatically qualify for the US KidWind finals. This event not only strengthens TES's leadership in STEAM education but also supports our commitment to promoting global citizenship, environmental awareness, and the SDGs. Hosting the KidWind competition aligns perfectly with our school’s mission to provide authentic, real-world learning opportunities. It reflects our focus on innovation, student agency, and sustainability, and positions TES as a hub for renewable energy education in the region. British Secondary and High School Section STEAM Achievement and Sustainability Leadership – KidWind 2024-25

We look forward to building on this momentum in the coming year and continuing to empower our students as future leaders and changemakers in the fields of science, engineering, and environmental stewardship.

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