Growth never only
happens in the classroom.
Can you believe it? At Foshan ASJ, 80% of campus activities are led by students.
In the past time, KLA subject associations and student clubs started with interest and used self-motivation as the background to implement the idea of growth - some associations extended outward around the subject and applied classroom knowledge to a broader scene; some clubs started from love, allowing expression and creation to grow naturally on campus; and some students slowly developed the ability to coordinate and collaborate through repeated organizations and practices...
They make learning more three-dimensional outside the classroom; they may not have the "standard answer", but they quietly change the growth rhythm of a school through repeated attempts.
Beyond the Classroom,
Explore Subject Boundaries
When students begin to "design learning" on their own, things become different. KLA Subject Association is just such a platform for students to explore independently and share with each other.
Simply put, KLA (Key Learning Area) is the "eight major learning areas" in the Hong Kong curriculum system. The school uses this as a framework to integrate related disciplines, covering eight directions including language, humanities, science, art, and technology. Under the guidance of instructors, corresponding subject associations are established in each area of study to help them grow.
It is under this system that we re-examine the proposition of growth: when knowledge goes out of textbooks, how can it be understood, used, and even loved? In real collaboration and practice, how can students forge future-oriented core competencies?
▲The first Mathematics Culture Month” series of activities
This semester, the mathematics KLA subject association took the lead in giving their actions.
During the "First Mathematics Culture Month" activities, the campus was quickly ignited: at the fun garden party, the students actively completed the test; at the knowledge competition, ideas continued to collide; the DSE Star Reaching Lecture gave Senior Secondary students a full harvest... Mathematics content that was originally considered abstract and boring became vivid and interesting in different forms of activities.
What’s more important is that almost all of this series of activities, from planning to execution, is completed by students. For them, this is not just “holding an event”, but also re-understanding a subject and trying to influence others in their own way.
▲Mathematics KLA Subject Association
Calculator usage contest
▲Mathematics KLA Subject Association
Specially invite outstanding graduates to give lectures
Similar explorations are also taking place in different disciplinary associations.
The Chinese KLA Subject Association plans theme exhibitions around Lingnan culture, making language a cultural expression that can be "visible". "The purpose of our association is to hope that everyone will realize that Chinese is never just a boring subject. It is a living language and a profound culture. We hope that everyone can re-understand the word 'Chinese' from a new perspective." Zhou Leyao, president of the association, said.
▲Chinese KLA Subject Association
Lingnan Cultural Exhibition
The Art KLA Subject Association improves visual expression and information integration capabilities through systematic poster design training, and participates in visual design support for various campus activities, allowing campus culture to present a richer way of expression. At the same time, students also extend their artistic abilities to public welfare and charity activities, using creativity to convey warmth and goodwill.
▲Art KLA Subject Association
Campus event posters and charity event art installations
What is even more breakthrough is that some “interdisciplinary” attempts are also constantly taking place.
The Humanities KLA Association, Chinese Language KLA Association, Mathematics KLA Association, and Art KLA Association are preparing to put mathematical concepts on the stage to create a "mathematical drama" to show rational thinking through art forms; there are also subject associations and societies that have joined forces to plan campus activities so that knowledge from different fields can meet in the same scene...
The so-called "interdisciplinary" is not simply splicing disciplinary knowledge, but allowing students to learn to connect different knowledge systems in real situations to understand more complex problems.
▲Humanities KLA Subject Association
Photography Exhibition
In the subject association, students gradually complete a transformation: from "completing learning" to "designing learning"; from "accepting knowledge" to "active construction".
The president of the Science and Technology KLA Association looked back on his own changes in this way. From being at a loss when organizing activities at the beginning, to gradually being able to coordinate activities and coordinate teams, "I lost my youthfulness through practice time and time again, and learned to take responsibility and perseverance."
▲Technology KLA Subject Association
Communication equipment exhibition
In the growth process of the English KLA Subject Association, team members have experienced profound insights and transformations. Under the careful guidance and careful construction of the foreign teacher Megan, the members of the association worked together to prepare for the English Culture Week activities. From event planning, link design to on-site execution, every step gathered everyone's efforts. Everyone actively polished the interactive sessions and controlled the details of the event, and ultimately the event received enthusiastic participation from teachers and students across the school.
▲English KLA Subject Association
"English Culture Week" activities and Diamond Gala
This kind of growth is difficult to achieve in a single classroom, but it will happen naturally in real tasks again and again. Their leadership, organizational and problem-solving abilities are also awakened through constant attempts and feedback, and eventually become valuable growth experiences.
When Interest Becomes
"Self-Driving Force for Growth"
If subject associations extend "knowledge", then student clubs provide more directions for growth - ways of self-expression, connections between peers, and in-depth exploration of interests...
There is no performance pressure here, and there is no standard path. In many cases, it is because this group of people really likes it.
The dance club has gone from organizing campus dances to performing in Diamond Gala to winning honors in competitions. During rehearsals and performances, the members slowly learned to cooperate and express themselves confidently on a larger stage.
The English news club uses lenses and words to record the campus and convey ideas: from exclusive interviews, to video production, to planning in-depth special topics, they not only "present the school", but also convey the diverse charm of world culture.
The English Debate and Model United Nations clubs went out of campus within half a year, participated in Bay Area competitions and won awards. In each meeting, practice expression and debate, and learn to think and judge from different positions.
The Cantonese Club uses mini-games, dubbing and interviews to make the "biliterate and trilingual" campus more lively through real communication;
The animation club uses diversified activities to provide students who love the same culture with a space to express freely and create connections through resonance...
Although these clubs are different, they have one thing in common: they go beyond mere "interest" and carry a richer growth mission.
Here, students can boldly try and not be afraid of trial and error; here is a social preview that is close to reality, and each other learns division of labor, responsibility and tolerance through collaboration; here is also the warmest community of peers, gathering together because of love, and moving forward firmly because of companionship.
From participants to organizers, what students learn in this process is not just skills or results, but also a clearer sense of self: they know what they are doing, and they also know how to continue acting for the love in their hearts.
A School,
Being Reshaped by Students
As more and more students participate in such "atypical" learning, some changes are quietly taking place.
Learning no longer belongs only to the classroom, but extends to broader scenarios; knowledge is no longer just content to be mastered, but has become a love that can be practiced, created, and passed on; and students are no longer just objects to be cultivated, but have gradually become co-creators of school culture.
When students begin to actively design learning, organize actions, and connect with each other, they are not only changing their own growth paths, but also, in turn, affecting the growth pace and direction of a school.
It is in this process that a school is gradually shaped by its students into its true form.
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