TES Connect 2026 Summer

CEO Greetings

This is my final Connect greeting, but as always, I’m amazed by the variety of learning that takes place in class and beyond. Our students take ‘unique journeys’ through our impressive school every day.

This edition highlights the creative learning taking place across Sections and campuses, for example, the Junior Drama Festival article, the MYP Design article, and the Reading project article, to name just a few. Overall, when considering the activities, competitions and com munity engagement articles, there is an impressive picture of how our students reach beyond their immediate surroundings to live the ‘Vision’ of the school: To be a flourishing and multilingual community of lifelong learners that embraces independence, curiosity and empathy to make a positive difference in the local, national and global environments. It has been a great privilege and honour to be a part of this inspiring and unique TES community, not just once but twice! The past 4 years of working here at our school have been a reminder of the amazing com munity that makes TES so special. Each and every day, our community ‘embraces diversity’, ‘does well by doing good’ and looks after each other ‘beyond the classroom’, creating a community where we truly ‘Learn and Flourish.’ I want to thank all the students, teachers, and parents who have made my time at TES a very special one with which to end my professional career. Taiwan and TES have always, and will always, remain special places in my heart. By following the school on Facebook or Instagram, you can see that the wonderful articles in the Connect magazine are just a small fraction of what this amazing community of students, staff and parents achieves.

John Nixon MBE Chief Executive Officer

Creative Learning

Doing Well by Doing Good 6

From Roots to Growth: A Year of Community Engagement at Taipei European School

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Cover Story FOBISIA Junior Drama Festival 2026: Leaping into Motion

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Year 3 showcases ‘Temples, Tombs & Treasures’ Creative Thinkers, Real-World Problem Solvers: Inside MYP Design Small Books, Big Ideas Students Exploring the SDGs Through Creative Mini-Book Design A Culinary Journey as Seen by CM2 Students

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When Reading Comes Alive: Our CM1 and CM2 Champions

Beyond the Classroom: Wellbeing

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UNSTOPPABLE! - A Flurry of Medals for the German School Taipei

Lifelong Learning

Cover Story Professional Learning: Three Perspectives on CATES 2026

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School Events

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TES Gala: ‘A Night on the Red Carpet’ A Weekend of Europe Day Performances

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Unique Journeys

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Connected by Cubing: The Journey of the TES Speedcubing Club Catching the Trade Winds: The FOBISIA KidWind Challenge Powers Through TES!

A publication of the Taipei European School

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Publisher l Taipei European School Chief Editor l Kerry Nockolds CONNECT is published twice per year (Summer/Winter). Taipei European School (TES) is a not-for-profit international school aiming to provide excellent accred ited education for the local international community in Taipei. We offer the national accredited curricula from the UK, Germany and France, assuring an education offering the identical curriculum standards as the European home country, in the dynamic Chinese cultural and language setting of Taiwan. This publication aims to provide our community an insight into our school, as well as to serve as a platform to connect our past, present and future stakeholders.

Whole Child Development

For any questions or inquiries about the publication, please email us at connect@tes.tp.edu.tw

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Cover Story From Taipei to Tokyo: Conducting Research Beyond the Classroom

Doing Well by Doing Good

From Roots to Growth A Year of Community Engagement at Taipei European School

By Mr Yuda Chen, Community Engagement Coordinator, BSHS

Earlier this year, we reflected on how community engagement was deepening our roots at Taipei European School by grounding our learning in meaningful relationships and shared values. Since then, those roots have continued to grow, extending outward into new partnerships, deeper learning experiences, and stronger student leadership. What is emerging is not simply a collection of initiatives but a cul ture, one in which learning is increasingly connected to the world beyond the classroom, and in which students begin to see themselves as active participants in it.

Shaping Our School Values Through Community Engagement

Community engagement has become an increasingly living expression of our school’s values. Across campus es and sections, students are encouraged to look out ward to understand the needs, strengths, and stories within the communities around them. This shift is not about adding something extra, but about grounding learning in authenticity. Through partnerships, local initiatives, and global perspec tives aligned with the Sustainable Development Goals (SDGs), students begin to see themselves not just as learners but as contributors. Empathy, responsibility, and agency are no longer abstract ideas, but are prac tised, reflected upon, and lived.

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Doing Well by Doing Good

Growing Through the Pastoral Journey

One of the most significant developments this year has been the integration of community engagement within pastoral structures across year groups. By embedding age-appropriate experiences into the pastoral journey, students build a deeper understand ing of service over time. In Year 8, for example, this has taken shape through place-based inquiry. Guided by Mr Richard Luke, the Dean of Year 8, students explored the Yang Ming Shan National Park, which our secondary campus is situated in, asking questions about its eco logical significance, its relationship with local communi ties, and their own role within it. The Year 8 House Tutor team, Ms Christine Wu, Mr John Herbison, Ms Lianna Wittenberg, and Mr Tamas Szvet, lead the students em barking on a journey to create a community-friendly guide, using a Year 8 student lens, to connect our com munity with this precious natural resource. At the same time, this year has also seen a major step forward in structured service learning within pastoral care. Led by Ms Esther Wainright, the Dean of H1, and her tutor teacher team, Ms Briana Samuelson, Mr Corey

Sanderson, Ms Katie Leahy, Mr Paul Lee, and Mr Paul Wright, six student groups have engaged in a sustained five-month service-learning programme. This has been a powerful and successful experiment in intentionally embedding community engagement into student de velopment. Across these groups, students have moved through cy cles of inquiry, action, and reflection, learning not only about community needs but also about collaboration, responsibility, and the complexity of real-world engage ment. This sustained model has helped shift service learning from isolated experiences into an ongoing developmental journey. Together, these pastoral initi atives reflect a growing understanding that community engagement is not an add-on, but an integral part of how students grow.

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Doing Well by Doing Good

Empowering Student Leadership: TES Engage

Strengthening Curriculum Connections

Alongside pastoral development, we have seen a grow ing alignment between community engagement and the formal curriculum. Teachers across subject areas have been exploring how authentic, real-world con texts can deepen learning. A strong example of this is the “Taipei Teller” project, led by Mr Boris Lautrette, Head of Language Acquisition, and his team, Mr Klaus Bleutner and Mr Kyle Wu. Through this initiative, stu dents engaged with the experiences of newly arrived families, using language learning to better understand their needs, perspectives, and challenges. In Chinese Language Acquisition, students engaged in meaningful Community Engagement experiences. Vis its to Shilin Official Residence invited them to explore how heritage, culture, and ecology coexist in an urban space, prompting reflections on identity, place, and sus tainability. As one student noted, it revealed: “how his tory and nature can live together in a city.” Ms Flora Sung, Head of Chinese Language and Culture, emphasised that these experiences are embedded within the curriculum, broadening perspectives and deepening appreciation of language and culture. In the unit “Global Cultures & Local Markets”, Year 9 students visited Shidong Market and Mia C’bon to examine how markets reflect local traditions and global influences. Through this, they developed intercultural understand ing and reflected on their own consumption choices, making connections to SDG 12 (Responsible Consump tion and Production). Here, language became more than communication; it became a bridge to empathy and connection. Pro jects like this demonstrate how service learning can be meaningfully embedded within academic disciplines, making learning both relevant and impactful.

One of the most inspiring aspects of this year has been the growth of student leadership through the TES En gage student leaders. Our student leaders, Angelina, Eileen and Yann, have taken an active role in shaping initiatives, building partnerships, and leading conver sations about community impact. Their leadership is not defined by titles, but by action: their willingness to step forward, collaborate, and take responsibility for creating meaningful change. This year, their journey has also expanded beyond our school community. In January, TES Engage stu dent leaders participated in an International Service Student Leader Summit hosted by Korea International School, where they collaborated with students from nine countries to explore global issues and co-develop action ideas. This experience broadened their perspec tives and deepened their understanding of working across cultures on shared global challenges. Building on this momentum, the group has also launched a new CCA for middle school students, de signed to cultivate early awareness of community en gagement through interactive, student-led activities. This initiative reflects a growing commitment to sus tainability not only in individual projects, but in build ing a culture of engagement across year levels. Looking ahead, TES Engage students are collaborating with CAS student leaders to plan the upcoming Com munity Engagement Fair. This event will bring together students, teachers, parents, and community partners to showcase impact, share learning, and further ampli fy the work being done across our school community. Through these layered experiences—from interna tional collaboration to middle school engagement to whole-school initiatives—TES Engage continues to evolve from a student group into a platform for sus tained leadership and meaningful impact.

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Doing Well by Doing Good

A Community Coming Together

A collective effort has shaped this progress. From stu dents stepping into leadership to educators creating space for authentic learning to families and communi ty partners offering their time, trust, and perspectives, each contribution has helped sustain and grow this shared work. As a Community Engagement Coordinator, it has been a privilege to witness this journey unfold as a story in progress. As we look ahead, the focus remains not on reaching an endpoint, but on continuing to nurture what has been planted. Because ultimately, education is not only about what students know, but about how they grow and the communities they grow with.

Beyond structures and programmes, what has been most meaningful is the sense of connection that has emerged across our school community. Students, teachers, parents, and community partners have come together in new and meaningful ways through collabo rative projects, shared events, and conversations that deepen understanding. These moments remind us that impact is not always measured in scale, but in the sincerity of the relationships built and the perspectives transformed.

Looking Ahead with Gratitude and Purpose

As we reflect on this year, it is clear that community engagement at Taipei European School is no longer a standalone initiative. It is becoming part of the fabric of who we are. What began as an effort to deepen our roots has grown into something more expansive, strengthen ing connections across our community and creating new pathways for students to engage with the world around them.

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Beyond the Classroom: Wellbeing

By Ms Magdalene Schmeltzer, Language Support Teacher, GS The Games got underway on Tuesday morning, with the girls’ gymnastics competitions kicking off right away. Our competitors, Georgia and Sina, showed nerves of steel, placing fourth and sixth, respectively. Next up were the girls’ basketball games. The team gave it their all and secured a well-deserved gold medal. Congratu UNSTOPPABLE! A Flurry of Medals for the German School Taipei lations on this fantastic achievement! At the same time, the boys were playing in the football competition and took third place, winning the bronze medal. On Wednesday, the top spots were up for grabs in the swimming pool. Caitlin won gold in freestyle and silver in breaststroke, an incredible per formance! In the afternoon, all the teams went together to visit the Shanghai Tower in order to get to know each other even better. Then, a boat ride on the Huangpu River, along the Bund, with spectacular views of the skyline, round ed out the day. We thank the German School Shang hai for this wonderful invitation and for being gracious hosts. This year, Shanghai hosted the 8th East Asia Games, where seven teams, including the TES German Section, competed in various sports. For a whole week, there was laughter, play, competition, and cheering. After arriving and attending the colourful opening cer emony featuring an orchestra, choir, and dancers, the students got to know their host families. Part of the ex perience is staying with students from the host school and living with their families throughout the event.

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Beyond the Classroom: Wellbeing

Our gymnasts Niklas and Edgar may not have brought home a medal, but they delivered a thoroughly confi dent performance. Both placed fourth, with Edgar even doing so in the older age category. Finally, on Saturday, the mixed volleyball matches took place and they took a lot out of the team, but the effort paid off. After a thrilling final match against Tokyo, the third set ended 15-13: Gold for Taipei! All these successes propelled the team to third place in the overall standings with 652 Points - our school’s high est ranking to date. Even second and first place were within reach.

Thursday was all about track and field. Edgar leapt straight to the gold medal in the long jump event, and Constantin provided the highlight of the day, with a leap that felt almost like flying. He too secured an outstand ing gold medal in the long jump with a distance of 6.00 meters and in doing so broke the TES record, and his name now graces the record board in the Sports De partment. So it’s clear: when it comes to the long jump, there was no getting past TES this year! Our female athletes also gave it their all on the track. Louisa powered through the gruelling 1600-meter race and earned a silver medal. Sina proved that we’re also a force to be reckoned with in the short distances: she sprinted the 75 meters race and brought home another silver for our team. A host of students earned bronze medals across the entire games, and you can read about them in the Mon atsblatt version of this report. On Friday, the final reserves of energy were mobilised once again to earn points for the overall standings. The boys were in demand on the basketball court, deliver ing an outstanding performance and earning not only applause but also first place. Gold again for Taipei! While the girls sustained a few injuries during the soc cer match, they still fought their way to a well-deserved bronze medal. Congratulations!

It was a wonderful week that not only focused on athlet ic competition but also fostered cultural exchange. A big thank you goes to the host school in Shanghai, which organised a smooth event without any serious injuries. We also thank the host families who took ex cellent care of our students. A huge thank you goes to all the athletes and coaches who pushed themselves to their limits for a whole week and gave it their all.

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Cover Story

Creative Learning

FOBISIA Junior Drama Festival 2026: Leaping into Motion By Ms Rachel Jackson, Head of Theatre, BSHS

As a FOBISIA (Federation of British International Schools in Asia) member school, Taipei European School (ESC) was very proud and excited to host the FOBISIA Junior Drama Festival from the 9th to 12th March, 2026. This event was everything it promised to be, providing a range of creative and unique learning experiences for its 125 middle school participants from various FOBI SIA schools. The festival, themed Leaping into Motion, was supported by three visiting artists from Red Leap Theatre in Aotearoa, New Zealand, whose highly visual, movement-driven style provided the initial inspiration for this event. Stimuli were also drawn from particular landscapes and animals in Shaun Tan’s 2018 book Tales from the Inner City, which were used to reflect on the nature of humans and animals and on our urban co existence. BSHS was also very lucky to have Red Leap book-end the festival, leading theatre masterclasses with all Year 7 and 8 students, focusing on physical ap proaches to themes within theatre, and puppetry.

The festival literally started with a bang, with some dy namic Taiwanese Drumming! Held at Mellow Fields Ho tel in Tianmu, the Opening Ceremony began with two stunning performances from Song Kun Traditional Arts and our very own award-winning TES Dance Group. This was also an opportunity for all the participants to meet, and where they started to unpack their given landscape and animal in their companies

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Cover Story Creative Learning

Our official Day 1: Workshop Day had the six companies rotating through a variety of fast-paced, practical work shops. These ranged from: playing with the physicality of the animals each com pany had to explore; exploring how to use physical theatre and stylising techniques to explore each company’s inner city land scape; using the cinematic possibility of handheld light, audi ence perspective and space to convey story, tone and reveal a secret world; developing the foundational skills of puppetry and ob ject manipulation, using the company’s set material (either cellophane, butcher paper or chairs) to create a myriad of images from within each company’s land scape; experimenting with sound to build a full aural world that could be layered using the company’s set material.

This festival would not have been the success it was without the dedication and support of the BSHS office staff, TES maintenance team, cafeteria staff, and the many others who worked tirelessly behind the scenes - thank you!

Let’s hear from our TES FOBISIA participants! What did they think of the festival overall?

The final performance was my favourite part because it was a really cool experience - William (Year 7) My biggest takeaway from the festival was my new friends from other schools - Rosie (Year 7) My favourite part was making new friends! - Samuel (Year 7) The biggest takeaway was the amount I learned be cause it feels very useful - Nora (Year 7) Learning how to communicate with people who I don’t know and learning new Drama knowledge were my biggest takeaways - Ryan (Year 8)

Day 2’s Creation Day then provided each company with the time and space to apply what they had learned to wards devising an original piece of theatre. And finally, Day 3 was an opportunity for all companies to rehearse, tech and perform their artwork! The final performanc es, which were live-streamed for the first time at a FO BISIA Drama festival, showcased not only the students’ creativity and commitment but also their ability to col laborate, take creative risks, and communicate ideas through bold, physical, and visually stimulating thea tre. Overall, the entire experience over the three days was a powerful celebration of courage, growth, and the shared artistic journey of every participant involved.

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Creative Learning

Year 3 showcases ‘Temples, Tombs & Treasures’ By Ms Jeni Wong, Year 3 Class Teacher, BPS

During Term 2, Year 3’s integrated topic focus was all about the Ancient Egyptian civilization: “Tem ples, Tombs, and Treasures.” In this unit, the big ques tion that underpinned all the learning was, “What was it like to live in Ancient Egypt?” The children discussed the importance of history and contemplated whether they would like to go back to Ancient Egypt and, if they did, what they would find out. The Ancient Egyptians (3100 BCE–30 BCE) were not un like you and me. Today, we can learn a lot about these people and their way of life roughly 5,000 years ago through the things they left behind—from everyday objects to magnificent and rare treasures. As histori ans, the children learnt about who the Ancient Egyp tians were, where they settled, and why they chose to

settle along the banks of the River Nile. They learned about the three seasons that dictate farming patterns. They looked at how the Ancient Egyptian civilization grew rapidly and lasted for thousands of years. They explored what family life was like, how they commu nicated, and their religion, traditions, and beliefs. The children also discovered who their rulers were and found out about their tombs—how they were built, why they were built, and the process of making a mum my! Throughout their learning, the children had oppor tunities to work on and demonstrate our TES Learner Profile Goals (the individual qualities and attitudes that make up the essential culture of our school).

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Creative Learning

Our exit point included a Temples, Tombs & Treasures Day, where parents and carers were invited into school to see our mini Egyptian museums. Here, the children had the opportunity to showcase their learning from their weeks of reading, research, and artifact making. On March 28, 2026, the children, dressed in tradition al-styled Egyptian clothing to enhance the experience and the showcase started with the children singing Egyptian-themed songs and then inviting the visitors back to our mini-museums for short presentations about their learning: A poster showing the importance of the River Nile, including the Egyptian calendar. An Egyptian death mask: The Ancient Egyptians believed in the afterlife. This station also included intricate eye makeup, as kohl was invented by the Egyptians. The Usekh (Broad Collar) necklace: The most iconic Egyptian necklace served as powerful sym bols of wealth and status.

A clepsydra: The Ancient Egyptians invented this water clock to keep time. A written set of instructions to mummify a body: This highlighted a very important Egyptian belief and tradition. A mummified tomato: This was used to demon strate the mummification process. A pharaoh poster: This shared the achievements of their chosen pharaoh. Hieroglyphs: An interactive look at the writing of the Ancient Egyptians. It was a lovely interactive experience where parents could enjoy the literature, admire the artwork, test out the water clocks, dig out the mummified tomatoes, and have a go at cracking the hieroglyphics. It was a won derful end to a fun and memorable unit of learning.

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Creative Learning

Creative Thinkers, Real-World Problem Solvers:

Inside MYP Design By Ms Lianna Wittenberg, Head of Design, BSHS

In the British Secondary and High School, Design has grown into a dynamic and engaging area of learning for our middle school students. Over the past four years, it has evolved into a space where creativity, innova tion, and real-world problem-solving come together, empowering students to see themselves not just as learners but as designers capable of making a genuine impact. Throughout their MYP Design journey, students have engaged in a wide range of projects that challenge them to think creatively and act purposefully. Rather than focusing on isolated skills, Design has immersed

students in authentic experiences where ideas are ex plored, tested, and brought to life using a wide range of tools, materials, and processes. Students take on a variety of real-world roles throughout their projects, working as fashion and textiles designers, digital and graphic designers, product designers, engineers, and computer coders, allowing them to explore different disciplines while understanding how diverse design fields connect and collaborate in the real world. The diversity of materials and equipment students have worked with, each offering unique properties and possibilities, has further enriched this experience. Through hands-on exploration, they have developed an understanding of how materials behave, how they

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Creative Learning

can be manipulated, and how thoughtful choices can elevate a design. Students have engaged deeply with the making process, building both skill and under standing, confidently able to select and use the right tools and materials for the task at hand. A defining feature of Design has been its strong con nection to community and industry. Students have en gaged with real users, real clients, and real contexts, designing solutions that go beyond the classroom. They have collaborated with younger students, con tributed to community initiatives, and gained insight from professionals working in design-related fields. These authentic experiences have given students a deeper understanding of the design process and the responsibility that comes with creating for others. They have learned to listen, to empathise, and to design with purpose.

their ideas, and refine their solutions through testing and feedback. Reflection has been an ongoing process, helping students to evaluate both their final products and the journey taken to create them. Importantly, stu dents have learned how to transfer skills and knowl edge from one project to the next, building confidence and independence as they progress through the pro gramme.

Alongside these creative and technical experiences, students have developed a powerful set of transfera ble Approaches to Learning (ATL) skills that extend far beyond the Design classroom. Working on extended projects has required students to plan effectively, man age their time, and set meaningful goals. They have learned to break complex challenges into manageable steps, make informed decisions, and adapt their plans as new ideas or obstacles arise. Research has played a crucial role, with students investigating user needs, ex isting products, and relevant contexts to ensure their designs are both informed and purposeful. Critical thinking and problem-solving sit at the heart of every project. Students have been encouraged to question assumptions, evaluate the effectiveness of

At the heart of every project has been real-life prob lem-solving. Students have not simply been asked to “make something,” but to identify needs, explore chal lenges, and develop thoughtful, meaningful solutions. This process has been guided by the MYP Design Cycle, which encourages students to build empathy, define clear goals, generate and refine ideas, and reflect crit ically on their outcomes. It is a process that mirrors real-world design practice and fosters resilience, ad aptability, and independent thinking. Looking ahead, the continued growth of the Design department brings exciting opportunities. With the introduction of the final year of the MYP Design pro gramme, students will take on their most independent challenge yet: identifying their own design problem and determining how best to solve it. Drawing on the full range of skills, knowledge, and experiences they have developed over the years, students will have the freedom to pursue projects that are personally mean ingful and socially relevant. Design is more than a subject; it is an experience that nurtures creativity, connects learning to the real world, and prepares students to think differently about the challenges they encounter. As the programme contin ues to grow, so too do the students’ confidence, capa bility, and creativity.

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Creative Learning

Small Books, Big Ideas Students Exploring the SDGs Through Creative Mini-Book Design By Ms Flora Sung, Head of Chinese Language and Culture (CLC), Secondary & High School Section

What can a small handmade book reveal about the future of our world? In our Middle School Chinese classrooms, the an swer turned out to be quite extraordinary. Through creativity, research, and thoughtful reflection, students transformed their understanding of the United Nations Sustainable Development Goals (SDGs) into imaginative mini-books—small in size, yet filled with powerful ideas about sustainability, responsibility, and global citizenship. Behind these creative projects lies an initiative that has become a defining feature of the Chinese cultural pro gramme on the Secondary Campus: the Chinese Mas terclass series. Since 2023, the programme has opened new windows of learning by connecting students direct ly with award-winning authors, prominent professors, journalists, and global organisations. These sessions bring authentic voices into the classroom, allowing stu dents to explore language, culture, and global issues through meaningful dialogue.

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Creative Learning

Learning from Inspiring Voices This year, the Masterclass series took on an even deep er dimension as the SDGs were integrated into the Middle School Chinese curriculum. Through a series of SDG-focused sessions, students explored pressing global challenges while discovering how ideas, stories, and knowledge can inspire change. Among the distinguished speakers was Professor Liu Shu-Wen ( 劉淑雯 ), who is highly regarded in both Tai wan and the United States for her dedication to SDG education. In her session, students discovered how sto ries can become powerful tools for learning, empathy, and social transformation. Students were equally inspired by award-winning youth literature authors Ms Zhang You-Yu ( 張友漁 ) and Mr Liu Xu-Gong ( 劉旭恭 ). Their sharing revealed how storytell ing can spark imagination while raising awareness of global issues. Through their work, students saw how literature can encourage readers to think more deeply about the world around them.

The results were remarkable. Some students illustrated environmental themes such as protecting oceans and forests. Others explored social issues such as equality, responsible consumption, and sustainable communities. Despite their modest size, the mini-books became mi crocosms of big ideas, demonstrating how global chal lenges can be understood through personal creativity and thoughtful storytelling. The creativity and depth of the students’ work exceed ed expectations. Their projects were not only visually engaging but also deeply reflective, showing a growing awareness of how global issues connect to their own lives and communities.

Another memorable session featured Mr Liu Zhi-Xin ( 劉致昕 ), an award-winning journalist who shared his firsthand observations from Ukraine. His stories helped students understand how journalism gives voice to people on the ground and encourages readers to inter pret global events with both critical thinking and com passion. Students also explored sustainability through food systems with eFood ( 食力教育基金會 ), a non-profit or ganisation dedicated to food education. Their session deepened students’ awareness of issues such as re sponsible consumption, sustainable food systems, and global hunger, helping them see how everyday choices connect to global sustainability. From Global Ideas to Creative Expression Inspired by these rich learning experiences, students were invited to bring their understanding to life through creative SDG mini-books. Each student designed a small book that combined research, reflection, and visual sto rytelling to express their personal interpretation of one or more SDGs.

Small Books, Big Possibilities Watching students transform their learning into mean ingful creative expression has been truly inspiring. These small books remind us that powerful ideas do not always begin with grand gestures. Sometimes, they start with curiosity, creativity, and a blank page waiting to be filled. Through the voices of experts, the power of storytelling, and the imagination of our students, the Chinese Mas terclass programme continues to nurture learners who are not only curious about the world but also motivated to help shape its future. Sometimes, the biggest ideas can grow from the small est books!

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Creative Learning

A Culinary Journey as Seen by CM2 Students By Ms Cindy Derraridj, Class Teacher, FS Mr Phil Dawson, Class Teacher, FS Territoires d’Asie is a photography compe tition organised by the French school in the AEFE net work for the Asia-Pacific Zone.

This year’s theme, “Des pupilles aux papilles: voyage gourmand dans mon pays/pays d’accueil”; “From Pal ate to Plate: A Culinary Journey in my Home/Host Coun try,” invites students to take a sensitive and artistic look at the flavours, traditions, and places that shape their daily lives.

Following this fieldwork, each student selected two or three photographs and wrote captions in both French and English to accompany their shots. Through this pro cess of writing and reflecting on the images, students were also able to present their artistic approach and personal perspective. The CM2 students are delighted and honoured to pres ent their exhibition at Lutetia Café, followed by an exhi bition at the Sogo art gallery, and shown to all the pri mary students within the school.

We hope you enjoy discovering this exhibition, woven together by perspectives, flavours, and journeys.

The CM2 students from the French section had the pleasure of participating in this wonderful photogra phy project. Before the fieldwork, several art classes focused on the fundamentals of photography: fram ing, light, composition, and the photographer’s eye. Camera in hand, the students then set out to explore various iconic locations in Taipei, such as the famous Shidong Market, the traditional Dihua Street, and the picturesque village of Pinglin, known for its museum and magnificent tea plantations.

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Creative Learning

When Reading Comes Alive: Our CM1 and CM2 Champions

By Ms Cindy Derraridj, Class Teacher, FS

This year, CM1 and CM2 students from the French Section have enthusiastically taken part in the ‘Petits Champions de la Lecture’ initiative, a national competi tion for young readers in French schools both in France and abroad. The aim of this wonderful initiative is to foster a love of reading aloud whilst offering students an experience that is both personal and collective. Each participant must choose an extract from a work of fiction they par ticularly enjoy and share it with an audience during a two- to three-minute reading.

The highlight of this project took place in January dur ing the school’s grand final. Fifteen finalists from CM1 and CM2 then gave a talented performance of an ex tract of their choice before an attentive jury comprising members of the school community and several guests. The performances, rich in emotion and expressiveness, captivated the audience. Beyond the winners’ list, this morning dedicated to literature highlighted the com mitment, the courage and the passion of all the partici pants. Following the judging, two winners were selected to represent our school at the final for French schools in the Asia-Pacific region. Congratulations to all the students for their commit ment and for this wonderful opportunity to come to gether around books and reading.

Since the start of the school year, the students have prepared for this event with dedication and passion under their French teacher’s guidance. They have also benefited from several workshops led by Mr Ducros, an actor, who has guided them in learning expressive reading techniques, including voice projection, breath control, and intonation.

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Cover Story

Lifelong Learning

Professional Learning: Three Perspectives on CATES 2026 By Ms Ann Lautrette, BSHS Assistant Head

Ms Leica Burley, BSHS Assistant Head Ms Katie Leahy, Theatre Teacher, BSHS

Opening Our Doors to Learning

The Council of Administrators of Expatriate Schools in Taiwan (CATES) was established to create opportunities for inter-school collaboration. Since 2023, CATES has organised an annual Teachers’ Conference to share practice across our schools. The conference is organ ised by teachers for teachers and usually includes a keynote speaker and a series of interesting workshops led by teachers from across Taiwan. This year, the conference, on the theme of Creativity, was hosted by Taipei European School at our Swire European Secondary Campus on Saturday, 7th March 2026. Hosting an event for over 200 participants is never easy, but it is hugely rewarding to see the conference you have spent a year planning come together. At TES, we are fortunate to have excellent facilities for hosting such a conference. We were able to use a large gymna sium for the welcome and the keynote speech from Dr Peter Gamwell, even bringing in a keyboard so that we could have a creative sing-along! We have classroom fa cilities that are superbly equipped for workshops - par

ticularly our movable, writable desks, which allow the creative work we do with students to be experienced by teachers. The main benefit of hosting, however, comes from the opportunities to connect with teachers from a wide va riety of schools in Taiwan, with different pedagogical backgrounds, different local and international experi ences, and different perspectives on education. Just as our students benefit from our multicultural and mul tilingual environment here at TES, our teachers grow from embracing the diversity of teachers in Taiwan.

Ms Ann Lautrette, BSHS Assistant Head

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Cover Story Lifelong Learning

From Workshop to Professional Community

When the opportunity arose to present at the CATES conference, I chose to lead a session for aspiring mid dle leaders titled “So You Want to Be a Head of Depart ment?” Effective middle leadership plays a crucial role in schools; Heads of Department shape both the curric ulum students experience and the professional culture within teams. Yet many teachers step into leadership positions with limited opportunities to explore what the role truly involves before applying. The session aimed to provide participants with a realis tic and reflective introduction to department leadership. Together, we explored the dual nature of the role: lead ing people and leading curriculum. Participants consid ered the knowledge, skills, and dispositions that effective middle leaders draw on, reflected on their own strengths and aspirations, and discussed the opportunities and challenges of leadership in schools. Importantly, the session created space for honest conversation, practical questions, and shared reflection among colleagues at different stages of their professional journey. One of the most rewarding aspects of the workshop has emerged since the conference itself. Many partic ipants made the conscious decision to stay connected, I feel very fortunate to have attended and to learn alongside educators from across the island. I attend ed the conference with three clear goals in mind: to explore how technology and AI can enhance learning, to develop strategies for supporting students of all lan guage backgrounds, and to deepen my understanding of how to foster creativity and a sense of belonging in the classroom. A particular highlight was Peter Gamwell’s session on “Seeds of Brilliance.” He emphasised the importance of recognising every student’s strengths, involving all learners, and creating opportunities for students to try new things. His story of a school musical that united an entire community, with students, staff, and families contributing through performance, costumes, and set design, powerfully illustrated how shared purpose cre ates belonging and ensures everyone has a role to play. Other workshops provided helpful strategies that I have already begun applying in my classroom. Sessions on AI, belonging, coaching, and EAL support offered practi cal ideas to strengthen student voice, improve accessi bility, and create more inclusive learning experiences. I have also planned to meet again with colleagues I con Ideas into Practice

and we have since established an online professional learning space where members continue to share re sources, seek advice, ask questions, and learn from one another’s experiences, wherever we are on our leader ship journey. Professional learning opportunities such as the CATES conference matter because they extend beyond a single day of workshops. They create opportunities for educa tors to connect across schools, develop new ideas, and strengthen the professional relationships that foster great teaching and leadership. At TES, we believe deep ly in growing leadership capacity within our community, and it has been encouraging to see those conversations continue long after the conference concluded.

Ms Leica Burley - BSHS Assistant Head

nected with during the conference to continue sharing resources and developing our practice collaboratively. Overall, the conference was both inspiring and practi cal. I left with new ideas, stronger professional connec tions, and a renewed focus on inclusive teaching and fostering a strong sense of belonging for all learners. As a Theatre teacher, I am especially excited to see these ideas reflected in our TES school musical next year, where teachers, parents, students, and the wider community will come together to create a truly shared celebration of learning.

Ms Katie Leahy - BSHS Teacher

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School Events

TES Gala: 'A Night on the Red Carpet' By Mr Kerry Nockolds, Director of Community Relations and Marketing, TES

The Hollywood-esque TES Gala is sometimes de scribed as the ‘premier event of the season,’ and for the 300+ TES Community guests who were able to get these much-sought-after tickets, it was another fabu lous night to be part of our school. The Sheraton Grand Ballroom was an amazing ven ue for this year’s event, and as parents, teachers, and friends of TES walked in, everyone looked like movie stars! Whilst there was no paparazzi to deal with, a very busy photographer captured the glamour.

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School Events

The atmosphere was buzzing as the evening got un derway, with background music provided by High School students from the DJ CCA. Mr Nixon, in his final TES Gala, and who was at the very first Gala in 2006, thanked the Gala committee for their amazing effort to pull together this event for the TES community.

Finally, the dance floor opened for business as the evening’s Live Band played songs across a range of popular genres, which ensured the dance floor was full for the rest of the evening. If you have yet to attend a TES Gala, make a point of doing so next year, as once it is over, you will be eager for the next one!

We had some wonderful live music provided during the meal, as High School Rock bands ‘The Lopsiders’ and ‘Infernal Sweeper’ impressed the audience with some classic rock songs. The meal was of the high est quality, an amazing buffet spread and with main course served to the tables. With some lovely wine to accompany the fine food, the diners were ready to win some great raffle prizes.

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School Events

A Weekend of Europe Day Performances By Mr Kerry Nockolds, Director of Community Relations and Marketing, TES

Europe Day is always an important event for us as a European school. We hold our own annual Europe Day celebration (this year on Friday, May 8th), and since last year, we have added a performance to the Europe Day Concert series at the National Concert Hall (this year on Sunday, May 10th). But this year was taken to even higher levels, with these 2 events and a special ad ditional event at the Presidential Office (Saturday, May 9th), so the whole weekend was a musical feast for an even larger community to enjoy. First, we want to say a big thank you to the music teach ers from both campuses for their efforts in preparing the children for performance and, of course, for help ing them get to each venue. It was a big weekend for

several music groups: the Primary Harp Ensemble performed on Friday and Saturday, the Primary Upper Choir performed on Friday, Saturday, and Sunday, and the Secondary Yangminshan performed on Sunday. Let’s start from the beginning with our TES Europe Day Event, our traditional one, held at the Primary campus and attended by the European representative offices, the various European Chambers of Commerce, and our TES Board of Directors. The theme this year was ‘sus tainability and protecting the environment’, which is an important tenet of the European Union and one we have been working hard on with the eco committee at primary and the sustainability committee at secondary.

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School Events

parents and the general public who visited the open day. It was a wonderful opportunity for our students, and we thank the National Symphonic Orchestra for assisting with the event setup, and our Harp teacher, who was instrumental (no pun intended) in making the arrangements.

Our primary students did a great video presentation on the 5 Eco habits poster and how we help by observing these simple habits, this complemented the speech performed by three of our high school students, Lou ise Jourcin (FS), Felix Hoffmann (GS) and Charlotte Chen (BSHS) who shared their perspective as the generation that will inherit the future, where sustainability is more than a single goal, but a responsibility built on three essential pillars: environmental, social, and economic sustainability. The musical aspect of the event saw Sean Wang play ‘Rumores de la Caleta’ - Isaac Albéniz, the Primary Upper Choir sing ‘Wau Bulan’ and Harp Ensemble play ‘O’Car olan’s Air’ - Gail Barber, with the final performance of ‘Ode to Joy’ from the Choir and Harp Ensemble.

Finally, on Sunday, the two full choirs from Primary and Secondary arrived at the National Concert Hall to per form at the pre-concert event for the Europe Day Series concert of Michael Sanderling, Camille Thomas and the National Symphonic Orchestra. The secondary Yang mingshan choir performed ‘Sing Praise Alleluia’; the primary choir ‘Wau Bulan’, and then both choirs joined together to sing ‘Ode to Joy’, which was a perfect end to the students’ great weekend. Thank you to the European Economic Trade Office (EETO) for providing the school students with such amazing venues to perform, and to Mr Lutz Gullner, Head of EETO, who spent the entire weekend with our students at all these performances, being their biggest fan.

It was a lovely event, followed by an art prize-giving presentation to the winners of the Art competition, also based on the same theme, ‘protecting our environ ment’. Dr CV Chen, our TES Foundation Chairman, was happy to congratulate the students and give them their prizes. Next up, on Saturday morning, the Harp Ensemble CCA students and a selection of Upper Choir students ar rived at the Presidential Office at 8:30 A.M. and were escorted to the Main Atrium, a spectacular backdrop for their performance at the Open Day. A larger set of songs was performed by the Harpists and Choir, watched by

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Unique Journeys

Connected by Cubing: The Journey of the TES

Speedcubing Club By Raylene Tseng, Year 8 Student, BSHS

The Birth of the CCA I had wanted to start a Rubik’s Cube Club as a Co-cur ricular Activity (CCA) for a long time, ever since I was in primary school. But I had a problem. I had to find a teacher who was as passionate about the cube as I was. When Mr Szvet (one of the new Visual Art teachers) ar rived at TES and introduced himself, I was happy to see that he also enjoyed cubing. I told him about my plan to start a club where people could have fun and learn the skills and lessons it could offer. After figuring out what to do, we were able to start. That is how the Speedcub ing Club, a place where both students and teachers are welcome to learn and improve at solving the Ru bik’s Cube, started. This was in November, with a small group of students, and it officially opened in the second semester under Mr Szvet’s supervision. The CCA hap pens every Thursday lunchtime, and during that time, students share strategies, practise, teach, and support each other. The Cube and Its Benefits The Rubik’s Cube is a 3D puzzle invented by Hungarian architect Ernő Rubik in 1974. It has coloured squares on each side, and the aim is to twist and turn the layers until every side has only one colour. At first, it can look really confusing, but that is also what makes it fun. Cub ing is not just about being fast. It can help with memo ry, concentration, patience, and problem-solving. It also helps people think logically, understand space better, and keep trying even when something is difficult. For me, cubing can be a way to relax, build confidence, and feel proud when I finally solve something I was stuck on. It is a fun hobby, but it is also a challenge that can help train the mind.

Taipei Competition The club unofficially started in November, when I invited a few friends who I knew really wanted to learn. Then, in December, there was actually a Rubik’s Cube compe tition in Taipei for schools in the area. I had never been able to join before because, to compete, you needed to represent a school. But now that I had enough people, I was able to go to the office and work something out so that TES students from Year 7 and above could com pete. So we participated in the Taipei City Education Bu reau’s 2025 Rubik’s Cube Competition. It was our first time participating in this event, and we placed in the top 25 in the Junior High division. The competition had over 497 participants this year, so it was a really excit ing experience for us. I achieved a time of 12.6 seconds when solving the 3×3 cube. We also had Year 7 student William and Year 8 students Kyle and Ira compete in the tournament, and they achieved excellent results too.

The First TES Cube Competition Our first TES Rubik’s Cube Competition was held dur ing the Year 8 House Activity in March this year. Even though we were still a small group, the event was really exciting and full of positive energy. The main purpose was to share cubing with more students at TES and en courage people to try it, whether they were complete beginners or already knew how to solve the cube. Be fore the event, we helped prepare the format, timers, cubes, and instructions. We wanted the competition to feel friendly and supportive, not too scary or serious. Of course, speed was important, but we also wanted it to be about participation, perseverance, and having fun.

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