双周刊 Newsletter｜诗与爱丽丝公益足球赛，学生手作环保灯笼闪耀安贞社区，新一届学生会启航，多元共融，共绘新篇章

As follows immediately in this newsletter, one of the projects taking place in our school at present is exploring social cohesion, and relating that leearning to social cohesion in our school. It is an excellent project, led by the ever-inspirational Mr Peter, that is bringing out the best in our students. The question they are addressing is vital to a small community like ours. What makes the difference between being a community, or being a purely functional business that exists to deliver childcare for busy parents, transcripts for teenagers, and incomes for staff and faculty? Those services are of course valuable and are certainly a key part of what brings us together. But a culture that is purely transactional like that becomes a drab place very quickly and fails to provide the kind of sense of belonging and sharing that brings us greater reward and meaning. You can see the ideas that the students explored below. I share the call for us to value participation in activities, and to value projects like the recently relaunched buddy system, and I add a call to maintain simple habits of courtesy: greetings, smiles, paying attention. Lifting one's eyes from the ipad or laptop when people are speaking to you, take out the earphones when you with other people. Courtesy is caring about how our actions make each other feel. We have a fabulous school community and let us work to keep it that way by minding how we are for each other.

Primary division highlight

On September 20th, our JPED U18 and U12 chess teams represented the school at the SCA & PK Challenge hosted by Dulwich College Beijing. Both teams demonstrated resilience and growth, finishing in 7th place—a notable step forward in their development.

The U18 team earned 2 wins and 2 draws, while the U12 team secured 2 hard-fought draws. Special recognition goes to Allen Chen and Kian Kamal, who delivered multiple individual victories and set a strong example for their teammates. This event highlighted not only their improving skills but also the team spirit and determination of our young players.

Lower Primary

Math

MathOver the past three weeks we wrapped up our Number and Counting unit. Students proudly created their own number books, collected key math terms, and practiced odd and even numbers, skip counting, number words, and patterns. Their growing confidence shows in every activity!

English

Stories guided us from rich details to strong conclusions. Young readers explored action words (verbs) and learned how -ed endings tell us a verb is in the past. Ask our little ones to share a favorite action from one of our stories!

Social Studies

“What if I opened my own restaurant?” sparked delicious creativity. Our young chefs designed full menus—from starter to dessert—balancing healthy and sometimes less-healthy choices, all while using the food pyramid to plan nutritious meals.

Library

We compared fiction and nonfiction and even invented original book titles for friends to guess whether the story was made-up or informational.

Upper Primary

English

Our Upper Primary students have successfully completed their first workshop by producing a researched essay that reflects the interesting ideas they inquired into and the knowledge they gained through research techniques. Through this process, they are not only demonstrating curiosity and critical thinking but also learning how to structure their writing with clarity and purpose. At the same time, they are beginning to understand how their work is graded, using feedback to reflect and improve. This marks the start of their journey toward becoming stronger and more confident writers who can express ideas clearly and thoughtfully.

Math 

In mathematics, students began with foundational topics such as exponents and basic linear equations, which helped us gauge their current skill levels and readiness. Building on this baseline, we are now moving into geometry and data statistics, giving students the opportunity to re-emphasize essential core skills while also engaging with the grade-level content and year expectations. This approach allows them to strengthen their fundamentals while progressing into more complex and meaningful applications of mathematics.

Social Studies

 In Social Studies, we concluded our focus on nutrition by exploring how societies transform and how diets shape the way communities develop. Within the theme The Science of Cooking, students gained a clearer picture of the connection between food and culture. We are now moving into a new phase that looks at motion and nature, helping students better understand how the body connects to its environment, and how larger systems such as continents and seas also move and shift over time.

Natural Science

we focused on the names of places and the lines around our planet, such as the equator and other key reference points, to help students understand the context of the world we live in. This allowed us to assess how much they already know about nature, including both its dangers and its benefits. While we often assume nature is always positive, exploring it through subject-specific vocabulary gives students a more complex and realistic picture of how humans interact with the environment.

Languages

Mandarin Kids and Foreign Learners

This week, we carried out an inquiry-based field trip to the supermarket as part of our food theme. Students completed a variety of hands-on tasks, including: creating their own shopping lists, using task cards to find fruits and vegetables in the supermarket, and asking staff about food prices in the fruit, vegetable, bakery, snack, seafood, and dairy divs. They also categorized foods into “healthy” and “unhealthy” groups.

Through this practical experience, the children applied what they had learned to real life. Their communication with supermarket staff improved their spoken Chinese and data-analysis skills, while their exploration deepened their understanding of how food affects health. Back at school, students documented their findings through crafts, which not only strengthened their hands-on abilities but also enhanced their interest in Chinese and reinforced key knowledge points.

Native Mandarin and foreign learners

Students in Grade5A have begun learning the new lesson 《Peanuts》. We learned about the author, studied new vocabulary and their meanings, and started analyzing each paragraph. Students in Grade5B studied the new lesson，《Grandpa's Garden》，We completed related exercises and finished explaining the text. Students have got the deeper understanding of text. For foreigner groups, before starting the new lesson, they have reviewed vocabulary by playing Chinese characters chess.Then we learnt《How to Describe Appearance》. We have already learned the vocabulary and text of Text 1. Next, they will complete the relevant exercises in the workbook to consolidate what they have learned.

Additionally, this week, all three groups of students worked together to create a themed poster titled "Our Beautiful Connection with the World". Each group integrated the topics they have learned. They created a poem themed on "The Egret," learned about China's Spring Festival travel rush through their studies on festivals, and finally presented their work in the form of a poster.

STEM

Sport Science

After finishing the two lessons on Eating Healthy Every Day and Drinking Healthy Every Day, students created their own Daily Food Cycle drawings based on their eating habits. Each student illustrated what they usually eat and drink for breakfast, lunch, dinner, and snacks, then linked those choices to the five food groups. The work showed a wide diversity of eating styles—some reflected traditional Chinese meals with rice, noodles, and vegetables, while others included international foods such as pasta, sandwiches, or yogurt. Many students also compared their beverage choices throughout the day, showing water, milk, juice, or soda in their cycles.

The drawings revealed both cultural variety and a growing awareness of healthy balance. Several students added more fruits and vegetables to their plates after realizing their importance in class discussions, while others circled water or milk as their preferred drink. Together, the homework display highlighted not only creativity but also personal reflection, with each food cycle serving as a reminder that healthy choices look different for everyone but share the same goal—supporting energy, growth, and overall well-being.

The drawings revealed both cultural variety and a growing awareness of healthy balance. Several students added more fruits and vegetables to their plates after realizing their importance in class discussions, while others circled water or milk as their preferred drink. Together, the homework display highlighted not only creativity but also personal reflection, with each food cycle serving as a reminder that healthy choices look different for everyone but share the same goal—supporting energy, growth, and overall well-being.

Information and Communication

ICT in Action: Our Digital Investigation

Our mission was to use our computers as scientific tools to investigate the physics of acrobatics. Here’s a breakdown of our tech-tastic tasks:

The Digital Search: Navigating the Web for Evidence

We learned how to be effective digital detectives! Using search engines like Google, we practiced finding high-quality pictures of gymnasts in action. We used specific keywords like "gymnast mid-air somersault," "balance beam physics," or "Olympic gymnastics vault" to get the best results. This is a crucial ICT skill: knowing how to ask the right questions to find the information you need.

The Download Process: Saving Our Scientific Evidence

Once we found the perfect picture demonstrating a physics concept, we learned the steps to download it to our computer. We right-clicked on the image, selected "Save image as...," and carefully saved it to our designated project folder. Organizing our digital files is just as important as organizing a physical science notebook!

Connecting to History: A Story of Gymnastics

To understand how the sport evolved, we read a picture book about the history of gymnastics. We saw how the equipment and techniques have changed over time, often thanks to a better understanding of the science involved. This reminded us that ICT isn't just about new technology; it's also a powerful tool for preserving and accessing history and stories.

Tech Tip of the Week: Organize Your Downloads!

When you download files, always create a folder with a clear name before you start. For example, instead of saving a picture to your messy "Downloads" folder, create a new folder called "Physics of Acrobatics Project." This will save you so much time later when you need to find your files!

Science Lab

Our elementary students explored the physics of acrobatics! Using tennis balls, they tested how different surfaces affect bounce height. Students carefully measured, compared, and recorded data, learning how scientists collect evidence. They discovered that surfaces change how energy is transferred, which makes the ball bounce higher or lower. It was a fun way to connect observation, measurement, and real-world physics!

Library

In our library, we believe that inquiry is at the heart of learning, where curiosity paves the way to knowledge. We empower students to become confident seekers of information by building early research habits and understanding how to find and use a variety of resources. Through categorizing information and communicating ideas—foundational literacy skills—students learn to organize and share their understanding of the world. Our library is a community where respect for diverse ideas and active participation support an inclusive and collaborative environment, affirming that everyone can be both a learner and a contributor. Finally, by exploring stories and information in their many forms, students develop critical thinking and genre awareness, recognizing the unique value of both fiction and nonfiction.

Arts

Performing Arts

G1-G2 Music

Students have been exploring rhythm and the elements of music through fun and engaging activities. They began with percussion play-alongs, moved on to solfège, and then built their skills on tone bells, xylophones, and metallophones. A highlight was learning to play Hot Cross Buns, where they combined rhythm and pitch in an ensemble. Students also enjoyed expressing music through movement, and at the end of class, they had the chance to perform and share their joyful songs.

G3-G6 Music

Students have been working with more advanced rhythm skills through a variety of activities. They began with boomwhacker play-alongs, body percussion, and solfège practice, which they then applied to playing the djembe, showcasing their sense of rhythm and ensemble playing. Students also enjoyed movement activities that helped them feel the beat and connect rhythm with expression. This week, they had fun with Rhythm Bingo as a way to review concepts and complete a pre-assessment check of their learning.

Visual Arts

Over two weeks, G1-6 students focused on the cake design project with age-appropriate tasks: G1-2 created individual small cakes, while G3-6 designed double-layer cakes. They utilized materials like cardboard, light clay, and acrylic markers to craft diverse cake styles, demonstrating remarkable creativity.

In the final presentation, all students delivered excellent performances, fully showcasing their design concepts and craftsmanship. This project not only enhanced their hands-on and aesthetic skills but also fostered their ability to express artistic ideas.

Education is never the responsibility of a child alone—it is a family journey where parents, grandparents, and caregivers play a vital role. While our students are learning to take ownership of their studies, their progress becomes much easier and more joyful when supported by a caring home network. At school, they already receive full encouragement from teachers, and we actively listen to parents’ requests to see how they can be reflected in our curriculum. We warmly invite families to join this journey of curiosity and discovery—ask your children about what they learned, share your own experiences, and explore the world alongside them. Our students are having so much fun and learning incredible things about the world each day, and with your support, they can feel even more inspired and guided as they meet both the wonders and challenges of growing up.

JARBAARI Advisory Group:  Advisory time after lunch, traditionally reserved for exercise in the dome, is now evolving into a more flexible period. Students are learning to balance activity with quiet time, using the session to explore the campus gym or complete unfinished assignments. During our recent advisory divs, we visited the school gym to flex and played badminton in the dome. We also see wonderful cross-grade connections, with older students offering academic support to their younger peers.

Buddies Program

The Buddy Program began this week for the holiday period and is already shaping up to be a great success. Students have started suggesting engaging activities, reflecting thoughtfully on the options presented, and showing enthusiasm for working together. This program is a valuable opportunity for our older buddies in Grades 11 and 12, as well as other upper secondary students, to practice leadership by guiding and presenting activities to their younger peers. At the same time, it encourages our primary students from Grades 1 to 6 to show respect, listen carefully, and learn from their mentors. Together, these shared experiences are building stronger connections across the school and giving every student a chance to grow through collaboration and community spirit.

Hands-to-Work

On September 24th, HTW’s activities blend cultural celebration and peer fun for children. Making and sharing lanterns for Mid-Autumn Festival lets kids express creativity and learn about traditions, while practicing simple Chinese or English sentences adds a playful linguistic twist. Presenting in the park turns their handiwork into a proud showcase. The Buddy Program is a hit too—exchanging hobby stories breaks the ice, and making wish cards for the semester lets them dream and connect with peers. From cultural exploration to new friendships, every part is designed to be engaging, meaningful, and full of smiles for kids.

CCA Program

This week our new Skateboarding CCA was a great success, with students quickly picking up important skills such as finding the best places to skate, practicing balance, learning to get on and off safely, trying a small hop, and even changing directions while standing still. On the walk back to school, we discussed safe outdoor skating, and the session ended with a short time to relax in the library. Alongside this, students also enjoyed Hand Tennis, a simple and family-friendly activity that is perfect for all ages. It has been wonderful to see them develop dexterity and coordination through this game, while also benefiting from fresh air and sun exposure outdoors. Both activities encouraged not only physical growth but also teamwork, confidence, and a love for active play.

Fun Games

Playtime Corner joke x 1

Brain Teasers x 1

Colouring x 2

This week, our Student Council showed great reflection and responsibility in their discussions. They decided to create and hand out t-shirts promoting safety, with a focus on helping students understand which toys could be dangerous. They also spoke about the challenge of balancing gaming and educational websites, noting that sometimes adults may stop students from using technology even when it is for homework or practice. While no clear solution has been agreed upon yet, the students are committed to continuing this important conversation. Another highlight was their excitement around the recent sports event, which they agreed was a great success. Finally, the council discussed the amount of homework given over the holiday period. While a few students enjoy homework, most agreed that family travel plans make it difficult to complete, and some even mentioned that their parents may provide additional assignments at home. These conversations show the thoughtful ways our student leaders are engaging with school life and representing the voices of their peers.

Social Studies

This semester we've grouped more grades into our Secondary division, and from grade 7 to 12 are included in the same scope and sequence. The most recent editions to what we are calling secondary are grade 7 and 8 social studies, where the students are covering five key units each academic year building their understanding of identity and culture, history and heritage, people and places, citizenship, and economics. Through the topics they will be building their vocabulary and understanding of the concepts while completing an interdisciplinary project connected to another subject. Their first project, in both grades, will be connected to Science. Life Science for grade 7, and Physical Science for grade 8.

Taking a look into the setup for the upcoming interdisciplinary project, grade 8 has been building their understanding of what makes our identity, whether that is our self-identity, our social identity, and our cultural identity. The focus of the last two weeks has been building toward collaboration and teamwork with our dive into how we build social cohesion and that resulted in amazing collaborative work.

They took Project-Based Learning on its head. We gave them the ownership of project rules, grading, and results, which they ran with and took things further than original requirements. Instead of working in separate groups to complete four separate products they make working teams to complete different divs of all four products together. The purpose was for them to create a framework for the school to understand social cohesion and how we can build this around us. The result was amazing teamwork and each student in the grade working to support each other and build a better environment. You can see it in the pictures here showing their poster factory!

Hopefully more students, teachers, and parents of JPED can come past the 2nd floor to find and read grade 8's social cohesion improvement plan, because they definitely demonstrated their skills as a cohesive unit that will do them well this semester.

Mathematics

Our Grade 12 students are stepping into the role of data analysts through an engaging, hands-on statistics project. Building on their unit on interpreting categorical and quantitative data, each student is investigating a topic of personal interest—ranging from sports performance to social media trends.

As part of the project, students are designing their own studies, collecting original data, and applying statistical tools to uncover meaningful patterns. Their work culminates in a formal report featuring self-created tables and graphs, alongside thoughtful interpretations that connect evidence to their research questions.

This initiative moves far beyond textbook exercises. It empowers students to think critically, analyze real-world issues, and communicate insights with clarity—just like professional data scientists. We are excited to see the fascinating discoveries they will share!

Arts

G7 Music

Students have been building their foundation in music by exploring basic theory and key concepts. They conducted research into these areas and then presented their findings to the class, helping them strengthen both their understanding of music and their communication skills. This foundational work sets the stage for deeper study and practical application later in the course.

G8 Music

Students have been focusing on listening and reflection. Each student selected a category of music to explore individually, then responded to guided reflection questions. This process encouraged them to think critically about different styles of music, make personal connections, and develop their ability to analyze music thoughtfully.

G9 Music

Students are engaging with big-picture questions about music’s role in society. They are examining songs in relation to their purpose, audience, and cultural background, studying a variety of contexts to understand how music communicates meaning beyond entertainment. Through this exploration, students are beginning to see music as a powerful form of expression and a reflection of culture.

G10-12 Visual Arts

Over the past two weeks, students began experimenting with art materials and techniques based on thematic concepts. This process provided them with opportunities to explore mediums and methods they had never tried before. Additionally, the mascot design class conducted an on-site observation of the school lambs, sketching their movements to gather inspiration for further development of the mascot designs. Meanwhile, both the student leaders and participants in the art club have been enthusiastically engaged in these activities, thoroughly enjoying the creative process.

G7-9 Visual Arts

G7 students focused on personal artistic expression, delving into their unique creative styles to develop detailed project proposals—laying a solid conceptual foundation for future art practice.

G8 students concentrated on installation art design: they measured and repurposed large cardboard boxes into core model components, then crafted one-of-a-kind decorations with light clay, fully showcasing their imagination and hands-on craftsmanship.

G9 students dedicated several weeks to in-depth research on artists they admire; each student produced a high-quality research report, which expanded their artistic horizons and honed their ability to analyze works professionally.

Sciences 

In Grade 9, Life Sciences (Biology) Students worked in groups to learn about how branches and nodes in the Phylogentic tree of life show how evolution has taken place over vast spans of time here on planet Earth. Students were required to post information about and draw different species in order to highlight relationships between species along the evolutionary tree. Students added in their own designs and ideas to make the "tree of life" more colorful and interesting. 

In Grade 9, Biology Students completed a similar activity in groups as the 7th grade Life Sciences (Biology) students to learn about how branches and nodes in the Phylogentic tree of life show how evolution has taken place over vast spans of time here on planet Earth. For grade specific differentiation on this project, students were not only required to look at connections between species evolution, but they were also required to discuss evidence from scientists which has helped to prove/verify these interrelationships. 

In Basic Chemistry, students selected one transition heavy-metal (FeCl3, NiSO4, or CuSO4) and a series of chemical compounds (NaOH, NH4OH, H2SO4, HCl, Na2CO3) and organic ligands (Citrate, Salicylate, Acetate, Malate, Oxalate)  to explore how color changes, phase change (precipitation or dissolving) brought about via coordination chemistry can be used to help us learn about chemical reactions between metals and polyatomic chemical compounds. Students also completed a lab worksheet that discusses and allows practice on how chemical charges are balanced in chemical compounds such as metal salts. We used "reaction well plates" to conduct our experiments so that we can help to minimize the amount of chemicals needed for experiments and produce less waste once we finish.  

Head of Grade 9

Grade 9 students have had an excellent start to the school year! Over the past few weeks, they have embraced the exciting challenge of transitioning from middle school to high school with great maturity and enthusiasm. It has been impressive to witness how smoothly they have navigated this important rite of passage.

What stands out most is the inclusiveness, friendliness, and strong sense of community within the grade. The students have warmly welcomed their new peers with such openness and kindness that it is now nearly impossible to tell who the new students are and who are returning. This welcoming spirit speaks volumes about the character of our Grade 9 cohort.

I am very proud to work alongside these young learners and look forward to a happy, productive, and successful year ahead.

Head of Grade 10 

These past two weeks our students have settled into strong study routines. They have chosen CCA that fit their interests, handed in every assignment on time, and already started service programs that make our community better.

Congratulations to Kercy Ren and Maggie Ma! After spirited speeches and a school-wide vote, Kercy will serve as our Grade 10 Representative and Maggie as the whole-school Art Coordinator. We are proud of their courage and sense of responsibility.

Head of Grade 11 

The semester is fully underway with classes coming toward the middle or end of their first unit, and grade 11 have reported that things are definitely an increased amount of work compared to their grade 10 experience. We are preparing and building so of course if follows that the workload and requirements placed upon students will increase year on year. Please be conscious of our grade 11 JPDErs on the weekend and at night to make sure they are getting rest and getting some entertainment outside of the house.

Head of Grade 12 

On September 19, we held a Grade 12 Parent Meeting to discuss academic management and college application preparations for the senior year. The meeting aimed to ease parents’ concerns and strengthen communication between home and school. Principal Jing and Principal Mo also attended the meeting. Let’s cheer on our Grade 12 students !

As the new school year begins, most students have been assigned new advisors, marking the start of an important and supportive relationship. Advisors and their advisees have already begun building strong connections through one-on-one meetings. This week, to further strengthen their bonds and enjoy the beautiful weather, many advisory groups took the opportunity to meet outside for some fresh air and meaningful conversation.

The advisory program remains a vital part of our community, fostering trust, guidance, and personal growth throughout the year.

CCA 

All students have completed their CCA course selections for this week. This semester, we have newly introduced flag football courses. Additionally, nearly ten of our school's own teachers have joined the CCA sports courses this term. We also held a Sports Day on Friday, which saw active participation from students, teachers, and parents.

Hands to work

Over the past two weeks, students in our Primary and Secondary Cultural Service groups collected recyclable and discarded materials—paper, bottle caps, and more—to design and hand-craft JPED-style lanterns.  

This week, during HTW time, they delivered the lanterns to Anzhen Xili Community Center and gave a short presentation to the staff, explaining each design and its meaning. 

The community team loved the work and has already hung the lanterns in the neighborhood park and corridors, adding color to this year’s Mid-Autumn Festival lights.  

Thank you to every student who took part—your creativity and service spirit made our community shine!

Exciting news—our student government has welcomed a new president this year! This is the largest and most diverse student government yet, with representatives from many different countries, reflecting the rich cultural tapestry of our school community.

Following their election, the student government embarked on a bonding trip alongside the school’s senior leadership. The activities were thoughtfully planned by our brand new president and vice president, setting a strong tone for the year ahead.

This week, the group held their first official meeting, where both Principal Pratt and Founder Jing joined to offer words of encouragement and to present the students with an inspiring mission for the year.

Learning to Alleviate Academic Stress

Learning to alleviate academic stress is an essential skill that every student must master on their path to growth. But where exactly should we start? Below, I will introduce several effective tips:

1. Developing a Correct Understanding of Academic Stress

Academic stress is not entirely negative. Moderate stress can stimulate our potential, drive us to study harder, and improve our focus and efficiency. However, when stress exceeds an individual’s capacity to cope, it triggers a range of adverse effects. For instance, excessive academic stress may lead to anxiety, insomnia, difficulty concentrating, and even academic burnout. Such stress also stems from multiple sources, including heavy academic workloads, exam pressure, expectations from parents and teachers, and one’s own perfectionist tendencies.

2. Effective Strategies for Alleviating Academic Stress: Time Management to Control Your Learning Pace

Proper time management is key to relieving academic stress. Create a detailed study plan, break down tasks into smaller, manageable parts, and complete them one by one. For example, make a daily study task list, prioritize the items, and tackle the most important tasks first. Meanwhile, set reasonable time limits for each task to avoid procrastination. Through effective time management, you can better control your learning rhythm and reduce anxiety caused by time urgency.

3. Self-Relaxation to Relieve Physical and Mental Tension

When academic stress strikes, both your body and mind will show signs of tension. Learning to relax yourself can help ease this state. Deep breathing is a simple yet effective relaxation technique: when feeling stressed, close your eyes, inhale slowly to fill your abdomen with air, then exhale gradually, and repeat this several times. This practice regulates your breathing rhythm, increases oxygen supply, and helps your body relax gradually.

In addition, progressive muscle relaxation is another great way to relieve tension. Starting from your head, gradually tense and then relax each muscle group in your body, and feel the contrast between muscle tension and relaxation—this will help you achieve full-body relaxation. Beyond these simple methods, exercise is also a vital way to alleviate academic stress. Exercise releases endorphins, a neurotransmitter that induces feelings of pleasure. You can choose a sport you enjoy, such as running, swimming, or cycling. Even 30 minutes of exercise per day can significantly improve your mood and reduce stress.

Academic stress is an inevitable part of growth, but we can alleviate it in various ways. Reasonable time management, effective self-relaxation, a positive mindset, and good social support are all powerful tools to help us deal with academic stress. Only by learning to relieve academic stress can we maintain physical and mental health on our learning journey and enjoy the joy of growth. Let us embrace a journey of mental lightness and face every academic challenge with a more relaxed and confident manner.

This week, we met with Michael, an admissions officer from the University of Toronto, to learn more about the university, including its most popular programs, career support services, scholarships, and co-op opportunities. We promptly shared these first-hand updates with our students.

College-prep classes for each grade are proceeding in an organized manner, and our students are participating enthusiastically in discussions, demonstrating a wonderful spirit and engagement!

Over the past two weeks, we have welcomed our new members to our boarding house and organized the first boarding activity of this semester.On July 31st, senior boarders, led by boarding parent, went out for dinner together and watched the 731 movie. They then returned to their boarding house punctually before 9:30 p.m.

This activity was entirely planned and implemented by our student R.A, who fully listened to the opinions of the boarding members and demonstrated the boarding head's leadership and organizational skills.

At this week's boarding meeting, we once again emphasized hygiene and the morning time to leave the boarding house.We will strictly follow the boarding handbook to ensure that has the good habit of punctuality. 

Over the past two Thursday afternoons, secondary school students — along with teachers and parent volunteers — joined a charity football training session for several “star children” (children with autism). Through their patience, encouragement, and enthusiastic engagement, these children experienced rare opportunities for outdoor group play and developed a love for football. This Thursday, 11th-grade student Li Yanzuo will represent JPED in a charity football match with the Sohu Star Football Team to raise funds for these special children.