隨著暑氣漸漸散去，空氣中多了清爽的涼意，朝陽(yáng)凱文新的學(xué)年就在這樣一個(gè)愜意的時(shí)節(jié)拉開(kāi)了序幕。

　　很多凱文師生和家長(zhǎng)都對(duì)短短一個(gè)暑假后在北京朝陽(yáng)凱文學(xué)校新發(fā)生的大大小小的變化感到驚喜。對(duì)于這些驚喜，我們并不意外——那些日日夜夜全身心的準(zhǔn)備，便是為了這些滿意的笑容而來(lái);但在真正看到孩子的笑容之時(shí)，在真正聽(tīng)到凱文家長(zhǎng)說(shuō)出“很慶幸選擇凱文”之時(shí)，我們還是會(huì)心頭一緊鼻頭一酸——才會(huì)真的意識(shí)到一切努力都是值得的。
 

　　在眾多的發(fā)展和變化中，較讓大家期待和滿意的，便是一個(gè)嶄新、完備、兼具計(jì)劃性和執(zhí)行力的領(lǐng)導(dǎo)團(tuán)隊(duì)的搭建。在新教師培訓(xùn)和教師發(fā)展周中、在迎新日和開(kāi)學(xué)典禮上、在教師見(jiàn)面會(huì)和課程說(shuō)明會(huì)里，我們可以清晰地感受到這個(gè)領(lǐng)導(dǎo)團(tuán)隊(duì)給朝陽(yáng)凱文帶來(lái)的活力和熱情。

　　在這里，我們樂(lè)意與您分享他們對(duì)教育的見(jiàn)解和對(duì)凱文新學(xué)年的展望。
 

　　徐濤女士

　　北京市朝陽(yáng)區(qū)凱文學(xué)校執(zhí)行校長(zhǎng)
 

　　徐濤校長(zhǎng)在國(guó)際教育領(lǐng)域深耕20余年，在國(guó)際課程的實(shí)施、國(guó)際學(xué)校的認(rèn)證、中西課程的融合以及跨文化領(lǐng)導(dǎo)力方面有著豐富的經(jīng)驗(yàn)。她曾擔(dān)任北京耀中國(guó)際學(xué)校中方校長(zhǎng)長(zhǎng)達(dá)十年之久，并榮升為中國(guó)香港耀中教育機(jī)構(gòu)的課程和教學(xué)總監(jiān)，負(fù)責(zé)多間學(xué)校的教學(xué)研究工作。徐校長(zhǎng)加入朝陽(yáng)凱文，致力于充滿中國(guó)自信的國(guó)際教育，堅(jiān)信卓越的教育成就每個(gè)孩子的幸福人生!

　　教育是對(duì)未來(lái)的準(zhǔn)備——教育不是起點(diǎn)也不是終點(diǎn)，而是貫穿一生的過(guò)程。我們的孩子的未來(lái)該有更多的可能性，成功的定義也該更開(kāi)放、更多元。我堅(jiān)信凱文的均衡教育和全人教育將給中國(guó)的國(guó)際教育帶來(lái)發(fā)展的新模式和新探索，也會(huì)為更多的中國(guó)家庭帶來(lái)的充滿中國(guó)自信的國(guó)際化教育。 新的學(xué)年，朝陽(yáng)凱文和幸福結(jié)緣。我們面向家長(zhǎng)的凱文幸福課已經(jīng)上線四周了，我們的創(chuàng)新德育——面向?qū)W生的凱文幸福課也在開(kāi)學(xué)第一天就在校園里開(kāi)講了，從凱文品格到凱文教養(yǎng)，凱文將致力于孩子們的全面發(fā)展和健康發(fā)展。而繼續(xù)夯實(shí)凱文的綜合學(xué)術(shù)水平也是今年學(xué)校的發(fā)展目標(biāo)：每周的班級(jí)快遞已經(jīng)啟動(dòng)了學(xué)校和家庭之間的學(xué)術(shù)溝通。凱文的體育課程也將全面引進(jìn)各個(gè)運(yùn)動(dòng)項(xiàng)目，讓孩子們?cè)谡５捏w育課上、在運(yùn)動(dòng)教練的指導(dǎo)下體驗(yàn)豐富的運(yùn)動(dòng)項(xiàng)目，在運(yùn)動(dòng)中培養(yǎng)學(xué)生的優(yōu)秀品格和精神。
 

　　Andrew Leale先生

　　北京市朝陽(yáng)區(qū)凱文學(xué)校學(xué)生事務(wù)副校長(zhǎng)
 

　　Andrew Leale先生畢業(yè)于牛津大學(xué)，并獲得政治、哲學(xué)和經(jīng)濟(jì)學(xué)榮譽(yù)學(xué)位。他于2019年8月加入朝陽(yáng)凱文學(xué)校擔(dān)任學(xué)生事務(wù)副校長(zhǎng)。在加入朝陽(yáng)凱文學(xué)校之前，Andrew先生是多所英國(guó)學(xué)校的董事會(huì)成員，其中伊頓公學(xué)集團(tuán)成員校——Tonbridge School 近期被《星期日泰晤士報(bào)》評(píng)為“英國(guó)年度學(xué)校”。Andrew先生曾在該校負(fù)責(zé)學(xué)校的寄宿項(xiàng)目，并擔(dān)任學(xué)術(shù)校長(zhǎng)，幫助眾多學(xué)子成功的申請(qǐng)到牛津大學(xué)，劍橋大學(xué)，以及其他英、美大學(xué)。

　　25年的教育經(jīng)驗(yàn)讓我明白，每名孩子都是與眾不同的，有獨(dú)特的需求、理想和潛能。也是因?yàn)檫@個(gè)原因，我成為了全人教育的堅(jiān)定信奉者。全面的教育可以給每名學(xué)生提供挖掘各自潛能的機(jī)會(huì)，取得成功和自信，這些都是他們?cè)谌松乱粋€(gè)階段必需的品質(zhì)。在這么多年中，我見(jiàn)證了非常多的學(xué)生利用自己在學(xué)校生活中某一領(lǐng)域所取得的自信達(dá)成了在另一領(lǐng)域難以置信的成就。這也是為什么我認(rèn)為學(xué)校的學(xué)生關(guān)懷和輔助課程與班級(jí)生活不是一個(gè)相互比較的關(guān)系，而是一個(gè)相輔相成的關(guān)系，是能夠幫助學(xué)生達(dá)成學(xué)術(shù)成功的重要推動(dòng)力。 因此，我相信我會(huì)為朝陽(yáng)凱文學(xué)校帶來(lái)“社區(qū)感”，這是讓我們的學(xué)生感到他們是一個(gè)更大的團(tuán)體中的一員的一種感受。對(duì)一些學(xué)生來(lái)說(shuō)，他們會(huì)是一個(gè)快樂(lè)的班級(jí)團(tuán)體中的一員，對(duì)另外一些同學(xué)來(lái)說(shuō)，他們可能感到自己是蒸蒸日上的寄宿社區(qū)中的一份子。較終，我希望所有的朝陽(yáng)凱文學(xué)校學(xué)生都能夠感到自己是全球社區(qū)的一員。在這個(gè)全球社區(qū)中，他們的雙語(yǔ)教育、杰出的學(xué)術(shù)能力和文化理解度能夠使他們長(zhǎng)大后在各自所選的領(lǐng)域中成為。
 

　　Emma Scott女士

　　北京市朝陽(yáng)區(qū)凱文學(xué)校小學(xué)部校長(zhǎng)
 

　　Emma Scott女士于2019年8月加入朝陽(yáng)凱文學(xué)校，擔(dān)任小學(xué)校長(zhǎng)。Emma在國(guó)際教育領(lǐng)域具有豐富的經(jīng)驗(yàn)，曾在美國(guó)、重慶和廣州等多地的國(guó)際學(xué)校擔(dān)任領(lǐng)導(dǎo)。她認(rèn)為，朝陽(yáng)凱文學(xué)校通過(guò)提供創(chuàng)新的國(guó)際課程為學(xué)生賦能，讓他們能夠充分在現(xiàn)實(shí)生活中應(yīng)用所學(xué)的知識(shí)和技能，以面對(duì)當(dāng)今不斷變化、日趨多樣的全球環(huán)境。廣泛的體驗(yàn)式學(xué)習(xí)機(jī)會(huì)，以及對(duì)較高學(xué)術(shù)標(biāo)準(zhǔn)的不斷追求，了朝陽(yáng)凱文學(xué)校是家長(zhǎng)們?yōu)楹⒆訉で笞吭絿?guó)際教育體驗(yàn)的。

　　Emma女士秉持以學(xué)生為中心的進(jìn)步主義理念，她認(rèn)為國(guó)際教育必須激發(fā)學(xué)生的認(rèn)識(shí)論常識(shí)，讓學(xué)生懂得如何思考、如何求知。培養(yǎng)孩子們批判性思維、反思及溝通技能，使他們成為有能力的思考者和學(xué)習(xí)者，以充分接觸我們不斷變化的世界。 學(xué)習(xí)具有私人化和個(gè)體性。每個(gè)孩子都是的。為效率，教學(xué)和學(xué)習(xí)必須明確每個(gè)個(gè)體在學(xué)習(xí)過(guò)程中所處的階段，并專注于當(dāng)前階段以實(shí)現(xiàn)下一階段的目標(biāo)。朝陽(yáng)凱文的課堂環(huán)境以學(xué)生為中心，根據(jù)每個(gè)學(xué)生的個(gè)人興趣、天賦才能和學(xué)習(xí)訴求因材施教、量身定制教學(xué)計(jì)劃。我們與專家團(tuán)隊(duì)、海外教師和本地師資的良好合作關(guān)系締造了這樣一個(gè)豐富多彩、鼎立支持和專注培養(yǎng)的學(xué)習(xí)環(huán)境。朝陽(yáng)凱文的教師們堅(jiān)信這樣一種文化：即讓學(xué)生提出問(wèn)題、嘗試新方法、協(xié)同合作、解決問(wèn)題，并慶賀成功和失敗。只有經(jīng)歷失敗，一個(gè)人才能真正地反思、逐漸適應(yīng)并愈發(fā)強(qiáng)大。 朝陽(yáng)凱文的學(xué)生們享有卓越的學(xué)習(xí)設(shè)施。我們K年級(jí)至G5年級(jí)的同學(xué)可以同國(guó)際機(jī)構(gòu)的體育教練和藝術(shù)專家們緊密合作，這也印證了我們對(duì)卓越體驗(yàn)課程的充分。我們尊重體育、藝術(shù)和中國(guó)傳統(tǒng)語(yǔ)言文化，并在它們之間保持謹(jǐn)慎平衡，這是我們嚴(yán)謹(jǐn)?shù)膶W(xué)術(shù)設(shè)置的一大優(yōu)勢(shì)。父母在學(xué)習(xí)過(guò)程中至關(guān)重要，在朝陽(yáng)凱文，我們積極接納家長(zhǎng)作為孩子學(xué)習(xí)中的合作伙伴，尋求家庭和學(xué)校之間的可持續(xù)合作，以每個(gè)學(xué)生都擁有真正的個(gè)體教育和學(xué)習(xí)經(jīng)歷。 作為朝陽(yáng)凱文的新任小學(xué)校長(zhǎng)，Emma女士感到榮幸之極。她熱切地期待著與我們滿腹熱忱、資歷深厚的小學(xué)教育團(tuán)隊(duì)通力合作，與我們?nèi)找鎵汛蟮募议L(zhǎng)社區(qū)齊心并力。Emma女士贊揚(yáng)朝陽(yáng)凱文的家長(zhǎng)朋友，贊揚(yáng)家長(zhǎng)們?yōu)樽约旱暮⒆舆x擇了有口皆碑的課程。通過(guò)有效合作，朝陽(yáng)凱文將為孩子們提供革故鼎新、全面平衡和量身定制的教育體驗(yàn)，打造全球和積極活躍的世界革新中堅(jiān)力量。
 

　　王富麗女士

　　北京市朝陽(yáng)區(qū)凱文學(xué)校中學(xué)部校長(zhǎng)
 

　　王富麗女士從事國(guó)內(nèi)外初高中教育教學(xué)及管理工作27年，致力于實(shí)踐中西合璧教育教學(xué)理念，熟悉英國(guó)IGCSE、A-level、美國(guó)AP課程 及IB等各種國(guó)際課程體系。多年來(lái)，她以高度的熱情與奉獻(xiàn)意識(shí)，投身學(xué)校教育教學(xué)與管理工作，用愛(ài)與理解尊重學(xué)生個(gè)性，實(shí)踐個(gè)性化全人教育，在家長(zhǎng)和學(xué)生中形成良好口碑，多次榮獲北京市民辦學(xué)校先進(jìn)教育工作者。

　　近三十年的教育工作經(jīng)歷使我陪伴了許多優(yōu)秀學(xué)生的成長(zhǎng)，對(duì)于他們成長(zhǎng)歷程的追索和分析讓我看到，一個(gè)教育工作者的職責(zé)決不僅僅是培養(yǎng)學(xué)業(yè)突出的學(xué)生進(jìn)入夢(mèng)想的大學(xué)。我們更重的使命，應(yīng)該是通過(guò)一種全面的教育，培養(yǎng)孩子適應(yīng)變化和承受意外打擊的堅(jiān)忍和意志，是逆流而上、不屈不饒的自信和樂(lè)觀，這樣的品質(zhì)不僅是學(xué)生學(xué)業(yè)進(jìn)步和事業(yè)成功的基礎(chǔ)，也是孩子幸福人生的必備條件。

　　為了培養(yǎng)孩子這種寶貴的品質(zhì)，我們不僅要在孩子取得成績(jī)時(shí)鼓勵(lì)和表?yè)P(yáng)他們，更要用適當(dāng)?shù)姆椒ㄗ屛覀兊墓膭?lì)或者表?yè)P(yáng)有利于培養(yǎng)孩子積極樂(lè)觀和堅(jiān)持不懈的成長(zhǎng)心態(tài)。我們的表?yè)P(yáng)應(yīng)該更多的關(guān)注孩子在學(xué)習(xí)過(guò)程中所付出的努力，而不是他有多么的聰明和有能力。因?yàn)槲覀兛吹皆S多成功的人生不是高智商和能力的必然趨勢(shì)，而是持之以恒、腳踏實(shí)地、不斷進(jìn)取和持續(xù)性發(fā)展的成就。我相信這就是凱文國(guó)際教學(xué)的方向：培養(yǎng)樂(lè)觀、自信、堅(jiān)強(qiáng)、和不輕易放棄的強(qiáng)者!

 

　　Professionalism Leads to Excellence
 

　　In the academic year of 2019 to 2020, the new leadership team is particularly eye-catching in the development and changes of Beijing Chaoyang Kaiwen Academy. From new teacher orientation week to all staff PD week, to the first week of new school year and Meet the Teacher event, we have deeply felt the vitality and enthusiasm that the new leadership team has brought to Chaoyang Kaiwen Academy.
 

　　Excellent educational leaders always go with outstanding educational philosophy and creative teaching practice. Let’s see what ambitions and goals the new leadership team have set for this academic year.

 

　　Christine Xu, Executive Principal
 

　　Education is the best preparation for future. Education is neither starting point nor the destination. Education is life-long learning. There should be more possibilities for the future of our children. The definition of success should be more open and diversified. I believe the balanced education and whole-child education advocated by Chaoyang Kaiwen Academy will bring new development and exploration model to Chinese international education, and quality international education that Chinese will be proud of.

　　In the new academic year, well-being becomes a theme for Chaoyang Kaiwen Academy. The Parent Well-being Program kicked start four weeks ago. Student Well-being program, our innovative moral education course, started on the first school day, emphasis on the character building and upbringing of Kaiwen students. Chaoyang Kaiwen Academy is committed to the holistic and healthy development of all students. Another development goal of the school for this academic year is to consolidate the comprehensive academic standard. The weekly class newsletter has started to bridge the academic communication between the school and the families. We have also introduced sports program into Kaiwen curriculum, providing children with opportunities to experience a variety of sports in PE class and cultivating outstanding characters and leadership skills among students through sports.

 

　　Andrew Leale, Deputy Head (Students)
 

　　My 25 years of experience as an educator have taught me that every pupil is different, with unique needs, ambitions and potential. For that reason I am a passionate believer in a holistic education, which allows each student the opportunity to unearth their own talents and to achieve the success and the self-assuredness which is needed for the next stage of their life. I have seen very many pupils, over the years, use the confidence developed in one area of school life to achieve unimaginable success in another. That is why I see the pastoral and co-curricular aspects of school life not as in competition with the classroom but as a crucial enabler of academic success.

　　I hope, then, that I will bring to CKWA a sense of community and a feeling amongst all of our pupils that they are part of something bigger than themselves. For some they will be part of a happy home room community, others will feel part of a thriving boarding community. Ultimately, I hope that all CKWA pupils will feel part of an integrated global community, in which their bilingual education, their excellent academic qualifications and their cultural flexibility will allow them, as adults, to become leaders in their chosen field.
 

　　Emma Scott, Head of Primary
 

　　Embracing a student-centered, progressivist philosophy, Emma believes that an international education must inspire epistemological understanding, with students learning how to think and how to know. Developing skills in critical thinking, reflection and communication empowers our children to become competent thinkers and learners, empowering them to fully access our ever-changing world.

　　Learning is personal and individual. Each child is unique. To be effective, teaching and learning must identify where each individual learner is on their own journey and focus on the path that will empower them to achieve their next goal. Classroom environments at CKWA are student-centered, tailoring the learning programme to meet the individual interests, talents and learning aspiration of each and every student. Strong relationships with our expert, overseas and local teachers cultivates a rich, supportive and nurturing learning environment. Teachers at CKWA embrace a culture in which students pose questions, trial new methods, work collaboratively, solve problems and celebrate both success and failure. Only by failing can one genuinely reflect, adapt and grow stronger.

　　CKWA students learn in premium facilities. World-class sports coaches and accomplished arts specialists from leading international institutions work with closely with our K-G5 students, demonstrating our full commitment to an outstanding experiential programme. A careful balance of sports, arts and respect for traditional Chinese language and culture compliments our rigorous academic programme. Parents are crucial in the learning process. Here at CKWA we actively embrace parents as partners in the learning experience of their child and seek continued collaboration between home and school to ensure a truly personal educational experience for each student.

　　As newly appointed Head of Primary at CKWA, Emma feels honoured to be part of CKWA community. Emma looks forward to working alongside our team of passionate, experienced Primary educators and embraces our wider parental community. Emma commends our CKWA parents who have selected our prestigious, world-class programme for their child. By working effectively together, we will provide your child with an innovative, balanced and tailor-made educational experience, creating global-leaders and active world-changers.

 

　　Fuli Wang, Head of Secondary
 

　　I have witnessed the growth of many excellent students over the past thirty years of work in education field. Through the analysis and tracking of their growing path, I have realized that the responsibility of an educator is much more than helping academically successful students to be enrolled into dream universities. A more important mission is to cultivate children’s adaptability through holistic education, and to cultivate their perseverance to bear unexpected blow. Perseverant confidence and optimism are not only the basis for academic progress and career success, but also a prerequisite for a happy life. To cultivate these precious qualities, we should not only encourage and compliment children when they achieve good academic results but should also use our encouragement and compliment in an appropriate manner so that children can adopt a positive, optimistic and perseverant growth mindset. Our compliments should focus more on the effort that they have put into study during the process, rather than on how clever and capable they are. This is because we have seen that successful life is not achieved by high IQ and aptitude, but more by perseverant effort, steady progress, continuous improvement and sustainable development. I believe this is the development direction of Kaiwen international education, that is, to foster optimistic, confident, resilient and perseverant talents!