TES Connect 2026 Summer

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.

SUMMER 2026 | 8