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NINGBO BRITISH INTERNATIONAL SCHOOL
Weekly Newsletter 21
February 21st, 2025
NBIS Early Years Information Day 2025
Wednesday,March5th,2025
RegistrationTime:10:00-10:15AM
No.365GuanghuaRoad,NationalHi-TechZone,Ningbo
During Information Day,_you will have the chance to:
Early Years Tour - Explore your child's learning environment
Get to know Early YearsFoundation Stage (EYFS) framework
Discoverhowplay-based learningfosters your child's growth
Learn about the transition from Reception to Year 1 and what to expect
Q&A - Gain insight into the daily school routines and admission process
ContactUs
GOOD WISHESVIDEOCOLLECTION
On the occasion of NBIS's 2Oth anniversary, NBIS will hold a series of celebratory events from May 12 to 16, 2025, to commemorate this significant milestone.We sincerelyinviteour dear alumni,students,parents,and former staff members to record a good wishes video. Each of your wishes will become a meaningful part of the 2oth-anniversary celebration video, creating precious memories for the NBIS community. Thank you!
1.Record Your Video
·Record a short 10-15 second video expressing your wishesforNBis.
Start your video with the line: "NBIS! Happy 2Oth Birthday!"
tomakeit unified and celebratory.
·Feel free to includeyour thoughts on NBiS's achievements, hopesfor the future,orspecial memorieswith the school.
2.Video Requirements
·Record in landscape mode, ensuring a stable and clearvideousingyourphoneorcamera. Use a well-lit environment,with clear audio and minimalbackgroundnoise.
3.Submission
Scan the QR code to submit yourvideo.
Pleasesubmityourvideoby[17thMarch2025].
Ifyouhavefurtherquestions,pleasecontact: Marketing@nbis.net.cn.
NBISBOARD MEETINGS MONDAYFEBRUARY17,2025
Board Members are:
Mr Lin Liangfu -President of Wanli Education Group (WEG), Chairman of NBISBoard
MrSun Bin-CPC DeputySecretary of WEG Mr Xu Ming - President's Assistant of WEG Mr Li Yuhe - Chairman of Xin Wannuo Logistic Company Mr Philip Billing - NBIS International Principal Mr Robert Yan -NBIS Chinese Principal
Board Meetings take place once each semester (Usually in January and June) and are organized in two parts:
Part 1: The agenda consists of reports from the NBlS Leadership and deals more withthepractical andoperational aspectsoftheschool'slifeandwork.TheHeads of Section - Secondary, Primary and Early Years - are invited to present their reports. This meeting is also attended by a wider representation of leaders from other Wanli Education Group institutions.
Part 2: This meeting is attended only by NBIS Board Members (as listed above) and deals with more strategic matters, including quality control in all areas, future vision and financial planning.
1. Endorsement of the appointments of Simon Attwood, International Principal, Mathew Thompson, Head of Primary and Angela Thompson, Head of Early Years.
2. Endorsement of the 2oth Anniversary Celebration plan, assurance of Board support, and instruction to ensure the safety of all activities.
3.Appreciation of the academic achievements of NBlS students and the hard work of teachers, but a clear signal that we should continue to improve the quality of teaching and learning and especially, we should aim to have some of our graduates proceed from NBIS to world-leading universities.
4. The work towards CIS Accreditation should be given high priority. We must succeed in achieving this goal.
5. We continue to pursue procurement of the land adjacent to NBIS. This is an extremely difficult and complex task and will involve serious investment if we have success. So far, good progress has been made, but the outcome is by no means certain.
6.Careful and thorough preparation should be made for a smooth transition to the new leadership.
7.Congratulations on reaching an enrolment of over 5o0 and encouragement to continue this trajectory of growth.
The Board takes a keen interest in the development of NBIS and leaders visit regularly both to encourage and guide, and to monitor. However, it has always been the case that the Board does not interfere with the daily operations of the school or seek to micromanage the school's work. It is through the vision and efforts of the Board over many years that we are able now to enjoy our current wonderful facilities, open and welcoming environment, quality educational programme and achievements of which we can all be proud.
NBIS COMMUNITY SURVEY
As you will all know, we are already on route to Accreditation with the Council ofInternationalSchools(Cis).
The next stage in our journey is to conduct a major survey asking, all stakeholderstotell uswhat ‘they think about our school .. And that includesPARENTS!
You will soon receive an email inviting.you to go to a link and fill out the ParentSurvey.This can be done in English or Chinese, on your PC, tablet orphoneandwilltakeonly.about10to15minutes.And itwillprovideus with vital information to help us develop and improve.
Wewanttoget areallyhighpercentagereturnof thesurveyfromour Parents!Please help us do that by carefully following the instructions in the email and submitting your responses in time.
FOOD-IT'SABIGDEAL!
Running a school kitchen and canteen is not easy. It carries a tremendous responsibility for maintaining the highest quality in the purchasing of supplies, the highest standard of hygiene in preparation and service, and ensuring the health of our students and staff by providing a variety of nourishing and tasty dishes.
Each day, our NBIS kitchen prepares food for 530+ people. Every day, there is a selection of around ^{11} main dishes, 1 soup, and several fruits, fresh vegetables, and snacks to choose from. For the Early Years, we will offer meals specifically tailored for children, such as shrimp with scrambled eggs, cream of mushroomsoup,andmacaroni.
The menu includes sea food, meats, vegetables, rice, soups, cold salads and fruit.
The chef prepares dishes with different tastes, including spicy.
Dishes are labelled so that allergy problems can be avoided.
Our school kitchen and canteen are inspected regularly by government officials and currently hold a 5 Star rating. During the recent visit from the Council of International Schools, the evaluators expressed their satisfaction with NBlS food services. In fact, they rated it higher than we did!
Food Services are managed by the Logistics Company led byMrZou.
Our Head Chef is open and friendly, always ready to listen to constructive criticism and eager to learn. Examples would be his introduction of cold salads .. sliced red and yellow peppers, tomatoes, cucumber, lettuce and mixed green leaves. He knows that many children like pizza and burgers and has introduced these from time to time (but not too much!) as part of a wider menu. Dishes like Chicken Curry and Spaghetti Bolognese were introduced at the request of parents who, in some cases, visited the kitchen to advise on how to prepare thesedishes.
Of course, we want our Food Services to be excellent .. so we have a Food Committee which reviews those services each semester, and we are always open to receive ideas and suggestions for improvement.
The School Advisory Committee can help too as they pass on information from the community which enables us to address any points of concern or indeed, to offer praise for excellence. SAC met this Monday and alerted us to important issues. We received feedback that some of the dishes served to Secondary students who eat at 1300 were not warm enough. This was addressed immediately and the kitchen now prepares those dishes later so that they will be appetizing. Some students were also finding some of the dishes had too much oil. This was reported to the Chef and he has taken action to reduce it.
Chinese Principal Robert and I eat lunch in the canteen every day, so we are aware of the procedures and able to monitor the situation. If parents would like to join us for lunch sometime, we would be delighted to welcome you. Just drop us an email and beourguests!
Bridging Cultures: Our Teachers' Journey to the UK
During this spring festival break, two of our teachers embarked on a memorable visit to Devonport High School for Girls (DHSG) in the UK. They immersed themselves in classrooms, engaged in cultural exchanges, and shared the beauty of traditional Chinese culture, experiencing firsthand the warmth and unifying power of education, a journey that broadened horizons and built cultural bridges. Let's take a look at their reflections and insights!
We were immensely honored to represent NBIS on a cultural exchange to DHSG This visit marked ourfirst international exchange since the pandemic.
During our stay, we had the privilege of exploring DHSG's operations and curriculum,and observing classes firsthand. The dedication and passion for education and instilled in me a sense of pride in being part of the global educational community. We also conducted Chinese cultural workshops for pupils spanning five grades,nurturing interactive engagements that bridged cultural divides. Despite the geographical distance, we discovered striking similarities among us. We laughed together, learned from one another,and built lasting bonds.
This journey deepened my appreciation for empathy, open-mindedness, and education's power to unite diverse cultures. It reminded me that, despite our varied backgrounds, we all strive to learn, grow, and make apositive impact on theworld.
-Ms Ivy Liu
Visiting DHSG was an honor and a truly memorable experience.From the warm welcome to the students' politeness and attentiveness, the school's inclusive and respectful atmosphere left a lasting impression.
We introduced them to the art of crafting mother-of-pearl brooches and traditional kung fu fans. The students were extremely attentive throughout the lessons and thoroughly enjoyed the experience. Additionally, we made dumplings during a fundraising event, highlighting the power of collaboration and generosity.
The trip was a success, filled with meaningful exchanges and new friendships. It's an experience well cherish, and we look forward to more international collaborations in the future.
-Ms Angela Tao
Sign Up Now for the HSK, HSKK & YCT Exams!
This has been a fruitful journey for NBIS Chinese teaching!
In May 2024, a group of students from our primary section took the YCT exams, and 100% of them received their Chinese proficiency certificates. In addition, our students who participated in the HSK exams achieved a remarkable 100% pass rate. These official certificates are a recognition of students' Chinese proficiency andcangreatlyenhance theirself-confidenceandsense of accomplishment, which motivates them to improve their Chinese even more. By taking the HSK and YCT exams, students can also better understand their strengths and areas of improvement, and work on improving their language skills.
Congratulations to all the students whopassed the exams!We wish allour students continued success on their Chinese learning journey, striving for even greater achievements in the future.
Looking ahead, the HSK, HSKK & YCT Registration is Now Open! Don't miss the opportunity to challenge yourself and enhance your Chinese proficiency. Sign up now andcontinueyour journeytosuccess!
HSK, HSKK & YCT Semester 2 Test Calendar
: HsK (Chinese Proficiency Test) is an international standardised test of Chinese language proficiency that assesses nonnative Chinese speakers' abilities in using the Chinese language in their daily, academic and professional lives. HSK consistsofsixlevels,fromHSK1toHSK6.
HSKK (HSK Speaking Test) assesses the test takers' oral Chinese abilities. HSKK consists of three levels, HSKK (Primary level), HSK (Intermediate level and HSKK (Advanced level). HSK is conducted in the form of an audio recording.
YCT (Youth Chinese Test) is an international standardised test designed for young Chinese language learners who are nonnative Chinese speakers. It assesses their ability to use Chinese in their daily lives and studies.
Wewelcome allChineselanguagelearnerswhowishto takeHSK,HSKK&YCTto sign up.
You can access the link below to register.(Please note that payment cannot bemadeon mobile phones,only viacomputerlogin)
https://www.chinesetest.cn/kdlnfo?id=46393742
LearnMore: https://www.chinesetest.cn/suggest
Contactus: chinesetest@nbis.net.cn
ABOUT THE
READ-A-THON
The NBIs Read-A-Thon will take place during thewholemonthofMarch.
It is your mission to read as many books as possible.
Thebooksyouread need tobelevelappropriate.Your English teacher must sign off on each book and may ask you questions aboutit.
Yourfriendsand familycansponsor the numberofbooksyouread.
Sponsorscanpledgeanymonetaryamount, e.g.1RMBperbookoraflatamount.
Thereaderis responsible for collectingthe donations.
YourEnglishteacherwillcollectdonations fromreadersattheendofthemonth.
Allproceedswill thenbedonated toa local animalcharity.
If you have any questions,please email the
Secondary Head ofEnglish:
alicia.froome@nbis.net.cn
MAKE A PLEDGE
Make a pledge to encourage reading and raise money for a local animal charity. The NBlS reada-thon will take place between March 1st and March31st,2025.
There are two ways to pledge:
1. You could sponsor a student for a flat
amount. If you pledge a flat donation of 20RMB,
no matter how much the student reads, you will OWe20RMB.
2. You can pledge an amount for books read. For example, a student reads five books over the course of the read-a-thon. If you sponsored this student for 5RMB per book, you would owe 5 x 5RMB = 25RMB. You may limit any donation; just indicate that on the sponsor form.
HOW TO ENCOURAGEYOUR CHILDRENTOREAD
Reading is an essential skill that children will use daily for the rest of their lives. While children learn to read at school, parents can enhance the experience by offering support at home. One way of doing this is to encourage your child to participate in the read-a-thon and check their reading progress.
Tips for parents:
Encourage your child to read levelappropriate books. If a book is too difficult, your child might lose interest or think reading is too hard.
Listen to your child read out loud. Point to difficult words as your child reads so you can check their understanding.
Relate the story to real life. Talk to your child about the book they are reading and answer their questions about how it may be important to their lives.
Read more difficult books. Challenge your child to read more difficult books once they are confident in reading.
Praise your child's reading and make reading time part of your family's daily routine.
MAKINGFRIENDSATSCHOOL
Friendship inEarlyYears,isanessential partof a child's development.Our Preschoolers start to learnaboutsocialinteraction,emotions,andhowto form bondswith others.Thesefriendshipscan shape a child'sfuturesocial skillsandemotionalhealth.
Ms Janet, Ms Betty & Ms Michelle
In the last two weeks, they have been settling in very well; also, have also been learning to build social skills, and how to make and maintainfriendships.
They practice sharing toys, taking turns, and resolving conflicts, even if it's in simple ways like"Can I play with you ?^{\prime\prime} or "l'l let you go first."
They also learn to build friendships through Imaginative Play; role-play activities help our Preschoolers develop social bonds by cooperating and using their imaginations together.
UNLOCKNEWADVENTURES WITHEXTERNAL ECA
Give your child the chance to explore new interests, develop valuable skills, and make lasting friendships through our exciting Semester 2 External ECAs! Running for 16 weeks, these activities offer a fantastic opportunity to stay active,build confidence,and have fun.
This semester, students can choose from Latin dance, Ballet, Brazilian JiuJitsu (BJJ), Fencing, Tennis, Baseball, Golf,Football andBoxing!
A few spots are still available for External ECAs, so don't miss out! Scan the QR code to register today.
Registration closes on February 23rd-secure your placenow!
YEAR 5B ENGLISH
Persuasive Text: Making Advertisements
MsJennyChen
In English,Year5Bislearning strategiesfor creating persuasivetexts.Theyanalysedaseriesofprinted adverts,identifying theirtarget customers,products andproductfeatures,and explainedwhether they thoughtitwaseffective.Then,studentsweregivena choiceofthreeoddproductsandchallengedto create an advertisement using wordplay (rhyming words,alliterationorhumour),emotivewordsand descriptionsof the user experiencewith the target customerinmind.Theypresented their advertisementstotheclasswhiletheothersvoted forthemoreeffectiveadvert.
YEAR 10 IGCSE English Class
This exercise was given as a conclusion to thereading/comprehension activities thatthestudentsweredoingforthepast two weeks. It was a challenging task featuringa textthatwasgiventothem with the sentences randomly put together.
It was a challenging taskfeaturing a text thatwasgiventothemwiththe sentencesrandomly put together.The studentshad to put thesentencesin order,andnotonlybuttheyalsohadto decide howmany paragraphs there wereintheoriginalformofthetext,and howmanysentenceseachofthemhad.
Mr Ivan Muhov
The students were placed in teamsoftwoforthecompletion ofthetask.Eachteamwas given twosheetsofpaper:one withthescrambledtext,andone where theyweresupposed to place thesentencesin theright orderaftercuttingthemfromthe othersheet.
It took them some time to figure outthe correctsentenceorder, buttherealchallengewastheir paragraphallocation.
However, they emerged victorious from this mind-stimulating, also time-consumingchallengeand from theentirereading/comprehension session after numerous constructive deliberations,displaying some admirable team-work and original,alsological, thinking in the process.
ExpressiveArtsDepartment-FebruaryNews MULTICULTURALEDUCATIONINART,DRAMAANDMUSIC.
"TheArtsarefundamentalresourcesthroughwhichtheworld isviewed,meaningiscreated， and the mind developed. To neglect the contribution of the Arts in education, either through inadequate time,resources,orpoorly trained teachers,isto denychildren accesstooneof the most stunning aspects of their culture and one of themost potent means for developing theirminds."-ElliotW.Eisner,Professorof Education and Art,StanfordUniversity
Multicultural Education consists of an approach to teaching and learning that develops curiosity and a positive attitude toward other cultures, promoting the study of their histories, traditions, beliefs, ideas and social behaviour.
NBIS offers a very special educational environment for Multicultural Education, being a community that gathers over 40 different nationalities among our students and teachers. In the Expressive Arts Department,we meet regularly to discuss strategies and projects which promote multicultural education. We do that to help students become responsible world citizens with a deep awareness of their community and culture, as well as a tolerance and understanding of those coming from different geographic or social backgrounds.
Professor James Back, a leading scholar in Multicultural Education and Directorof theCenterforMulticultural Education at the University of Washington-Seattle, identifies four different approaches to creating a Multicultural Curriculum.
Focus on JamesBack's 4 approachestoMulticultural Education 1.ContributionsApproach
This approach consists of offering a variety of materials and activities which invite students to celebrate holidays, special events and important people from a variety of cultures.
2.Additive Approach
Adding selected themes and concepts to the curriculum to include different perspectives on a cultural tradition helpsto understand andrespect differentpoints of view.
3.The TransformationApproach
The transformation approach encourages students to analyse ideas, challenges and conceptsfrom several ethnic perspectives.
4.TheSocial Action Approach
Students are encouraged to take action to sensitise their community about multicultural realities, their richness and challenges.
In the Arts we are striving to offer students the opportunity to explore, understand and compare cultures through the medium of visual art, music and theatre, implementing and combining Bank's approaches to multicultural education. Moreover, the IGCSE and A level Arts Cambridge Curriculum have great scope for multicultural education, since they guide students to develop their own original projects, exploring their ideas and beliefs and challenging them with a culturally diverse group of artists and practitioners.
For instance, Drama students in Year 7 have explored different forms of clowning across the world, looking at techniques used in Italy with the Commedia dellarte, in France, with the tradition of the Silent Mime, and the Rakugo, a storytelling comedic form that originated in Japan.While doing so, students are guided in discovering the sense of humour specific to different cultures and how it translates intocreativetheatricalforms(ContributionandAdditive Approaches).
This knowledge helps them to develop a comedic sensibility which respects their multicultural environment and diverse community while feeding their creativity and knowledge with dramatic devices and conventions.
Additionally,Upper Secondary Drama students have explored playwrights and practitioners from different cultures, such as Spain (Garcia Lorca),Italy (Dario Fo), the UK (Frantic Assembly), France (Jacque Lecoq), Jamaica (Andrea Levy), Canada (Kid Pivot) and Japan (Yukio Mishima).
During Drama classes, students are guided into analyse and create original plays set in and inspired by specific time periods and places (such as the Middle Ages in England, or Manhattan in the'5os, historical events (such as the holocausts) and social issues (such as bullying and social pressure), which they present to the community (Transformation and Social Actions approaches).
In Art and Design, students explore multicultural influences, artistic traditions, and global perspectives to develop their creativity. The Art curriculum helps them to gain a deeper appreciation for art as a universal language by engaging with global artists and diverse techniques. Below are few examples of our Art Units.
Year8:Environment&Architecture
Year 8 focuses on architecture and the environment, incorporating photography, printmaking, and design. Students study Zaha Hadid (lraq/Uk) for futuristic structures, El Anatsui (Ghana) for sustainability, and Bernhard & Hilla Becher (Germany) for industrial photography. They also explore John Piper (UK) and Claude Monet (France) for expressive and atmospheric depictions of buildings. Projects include designing and drawing architectural buildings and creating cityscape artworks using photography and mixed media.
Year 9:Identity
Year 9 students examine identity through mask making, portrait drawing, and mixed media. They study artists like Frida Kahlo (Mexico) for symbolism, Jean-Michel Basquiat (USA) for street art influences, and Vincent van Gogh (Netherlands) for expressive techniques. They designed Venetian-style masks, drawing inspiration from Italian traditions, to explore personal and cultural identity.
Year10:IndependentThemes&Global Influences
Year 10 Cambridge Art and Design students develop personal themes, researching artists from various cultures to inspire their work. They explore Henri Matisse (France) for color and shape, Yayoi Kusama (Japan) for immersive installations, and Ai Weiwei (China) for conceptual art. Students also study Sophie Munns (Australia) and Albertus Seba (Netherlands) for their focus on natural forms, Anna Atkins (UK) and Ernst Haeckel (Germany) for scientific illustration, and Georgia O'Keeffe (UsA) for expressive botanical and landscape paintings. Contemporary artists like Michelle Parsons (UK), Marcia Baldwin (USA), Gordon Cheung (UK/China), and Mark Powell (UK) introduce students to diverse techniques, from bold abstraction to intricate pen-and-ink drawings. This independent approach allows studentstorefinetheirartisticvoiceandexperimentwithdifferentmedia.
In Music, Secondary students study world music exploring artists from all over the planet. For instance, they have approached music from Europe (such as the pieces "Santa Lucia" - Italy, Bach's "Minuet" - Germany, Jacob de Haan "The Martians" - The Netherlands), and USA (such as the "Battle Hymn of the Republic") as well as from China, Bali, Japan,Africaand India.
Students analyse music cultures, learning about traditional instruments, textures, forms, scales, and how music plays a crucial role in traditions and events in different cultures. This multicultural approach gives great insight to students, as they profit from having a better understanding of how culture may inform music and give them a strong foundation to enable them to compose their original pieces. For instance, IGCSE students studied Argentinian tango, analysing its rhythm, harmony, and melodic shape. This allowed each of them to compose their original tango pieces, some of which will be part of their portfolio for the Cambridge examination.
In conclusion, multicultural educationplays a critical role in the Arts at NBlS and contributes greatly to enhancing students'knowledge about culturalvalues,historicalevents,artistic movements and traditions from all around the world. This helps NBIS students to question and shape their constantly evolving identity in a multiethnic and complex world, develop their empathy and willingness to understand and create with others, contributing to making them global citizens in their truest form.
MsNausicaaGiavarra
OF THE WEEK
Secondary Section
Concept and Inspiration
The main idea for my final piece was women in culture and female empowerment. Wangechi Mutu's work often touched those same topics, and I was very Inspired by her conceptsofwomen and unconventionalbeauty.
Lino Print Usage
For the background of my final piece, I used the lino prints, ripping them up. I found while experimenting that since my lino prints consist of a woman's face, when I ripped and placed them down, they could form a whole new face, made of pieces of different lino prints, symbolic for my final piece in the sense ofhow uniquewomen can be.
Composition & Layout
I wanted to make my subject, the woman, to be in the center. As she becomes the main focus of the piece, she seems powerful, eye-catching, and therefore the first thing youlookatwhenyouseemyfinal art.
Techniques&Materials
I wanted to make the piece visually impactful by texture. To make it less flat, I used the paint dot technique that I played around with before, to add touch to what you see. I also used collage to make thepiece lookmore dynamic, less flat.
Challenges & Problem-Solving
To me the only challenge I ran into was the collaging. Finding the right colours and prints was hard as I didn't have many old magazines. I originally wanted to use solid colours, but when I Couldn't find enough, I saw a page with the design of a South American culture, and thought it fit well with my concept of women in culture. Despite it not looking as I had planned; I love how iturnedout.
Aesthetic &Meaning
As Mutu has shown in her art, women have been mistreated through time, again and again. But we always rise up again. I wanted to capture the strength of women, across all cultures. The scene presented in the collage of an Incan ceremony, the ripped up lino prints symbolizing strength and adaption. The woman's head is held high, she is portrayed as mighty, important.
NBIS Weekly Menu
NBISWeeklyMenu TheWeekofFebruary24thto28th,2025
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Lunch Menu | Golden Spare Ribs | Tomato and Potato StewedBeefBrisket | Braised Pork | Tofu Puffs with Braised Pork | Sesame Chicken Wings |
| 黃金排骨 | 西紅柿土豆燉牛腩 | 紅燒肉 | 油豆腐燒肉 | 芝麻翅根 | |
| Grilled Sausage | Chicken Popcorn | Grilled Chicken Wings | Golden Chicken Nuggets | Five-Spice Beef | |
| 烤香腸 | 雞米花 | 烤雞翅 | 黃金雞塊 | 五香牛肉 | |
| Celery with Shrimp | Crispy Chicken Leg | Beef Fillet with Celery | Vermicelli with Scallops | Shrimp Cake | |
| 西芹蝦仁 | 香酥雞腿 | 芹菜牛柳 | 粉絲扇貝 | 蝦餅 | |
| Chicken | Shredded Pork with Garlic Sauce | Stir-Fried Chicken Chunks | Stir-Fried Pork with Lettuce | Shredded Pork with Green Pepper | |
| 辣子雞 | 魚香肉絲 | 生炒雞塊 | 萵筍炒肉片 | 尖椒肉絲 | |
| Cauliflower | Broccoli | Cauliflower | Broccoli | Cauliflower | |
| 炒花菜 | 炒西蘭花 | 炒花菜 | 炒西蘭花 | 炒花菜 | |
| Steamed Dumplings | Roasted Sweet Potato | Pumpkin with Scallion Oil | Vermicelli with Minced Pork | Roasted Potatocs | |
| 蒸餃 Stir-Fried Lettuce with | 烤紅薯 | 蔥油南瓜 | 肉末粉絲 | 烤土豆 | |
| Wood Ear Mushrooms | Tofu | Tomato Scrambled Eggs | Braised Radish | Scrambled Eggs with Yellow Chives | |
| 萵筍炒木耳 | 麻辣豆腐 | 西紅柿炒蛋 | 紅燒蘿卜 | 韭黃炒蛋 | |
| Fruit | Fruit | Fruit | Fruit | ||
| 水果 | 水果 | 水果 | 水果 | 水果 | |
| Green Vegetables | Green Vegetables | Green Vegetables | Cabbage | Stir-Fried Shitake Mushrooms with Bok | |
| 炒菜心 | 炒五號(hào)菜 | 炒青菜 | 炒包心菜 | Choy 香菇炒油菜 | |
| Clams with Scallion Oil | Poached Shrimp | Jiang Bai Shrimp | Braised Shrimp in Oil | Salt and Pepper Shrimp | |
| 蔥油花蛤 | 白灼蝦 | 江白蝦 | 油燜蝦 | 椒鹽蝦 | |
| Small Yellow Croaker | Pomfret | Fish Chunks with | Tonguefish | Dumplings | |
| 小黃魚 | 鮮魚 | Chopped Chili 剁椒魚塊 | 玉秀魚 | 水餃 | |
| Sliced Porkwith Pickled Cabbage | Stir-Fried Pork with Garlic | Stir-Fried Pork with Onions | Boiled Sliced Pork in Spicy | Sichuan-style beef with | |
| 酸菜肉片 | 大蒜炒肉 | Broth 水煮肉片 | duck blood curd 毛血旺 | ||
| Seaweed Egg Drop Soup | Tomato Egg Soup | Dried Shrimp and Winter Melon Soup | Chinese Cabbage and Tofu Soup | Seaweed Soup | |
| 紫菜蛋花湯 | 番茄蛋湯 | 蝦皮冬瓜湯 | 白菜豆腐湯 | 紫菜湯 | |
| Rice | Rice | Rice | Rice | Rice | |
| 米飯 | 米飯 | 米飯 | 米飯 | 米飯 | |
| Vegetable | Vegetable | Vegetable | Vegetable | Vegetable | |
| 蔬菜拼盤 | 蔬菜拼盤 | 蔬菜拼盤 | 蔬菜拼盤 | 蔬菜拼盤 | |
| Snack Menu | Steamed PorkBuns | SteamedDumplings | Sugar Tangerine | ||
| Egg Pancake | 砂糖橘 | ShreddedPotato 土豆絲餅 | |||
| 肉包 | 雞蛋餅 | 蒸餃 Pear | Egg | ||
| Apple 蘋果 | Banana 香蕉 | Apple 蘋果 | |||
| Soda Crackers | 雞蛋 | ||||
| 蘇打餅干 | French Bread 法國(guó)面包 | Cake 蛋糕 | Croissant 牛角包 | Bread with Jam 果醬面包 |
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| Mar2025 | ||||||
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| Apr2025 | ||||||
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| May2025 | ||||||
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| Jun2025 | ||||||
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2024-25 Semester 1(School Days-90 Days)
26/08/2024Semester1Begins,14/02/2025Semester1Ends
Holidays in Semester 1
14/09/2024to17/09/2024Mid-AutumnFestival
28/09/2024to07/10/2024ChineseNationalHoliday
22/11/2025PDDay
18/12/2024to05/01/2025WinterHoliday
22/01/2025to09/02/2025SpringFestivalHoliday
2024-25 Semester 2 (School Days-90 Days)
17/02/2025Semester2Begins,01/07/2025Semester2Ends
Holidays in Semester 2
04/04/2025to06/04/2025QingmingHoliday
28/04/2025to04/05/2025LabourDayHoliday
30/05/2025to01/06/2025DragonBoatHoliday
| Aug2025 | ||||||
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| Nov2025 | ||||||
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| Feb2026 | ||||||
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| May2026 | ||||||
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| 11 | 12 | 13 | 14 | 15 | 16 | 17 |
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| 25 | 26 | 27 | 28 | 29 | 30 | 31 |
| Sep 2025 | ||||||
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| Dec2025 | ||||||
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| 8 | 9 | 10 | 11 | 12 | 13 | 14 |
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| 22 | 23 | 24 | 25 | 26 | 27 | 28 |
| 29 | 30 | 31 | ||||
| Mar2026 | ||||||
| M | T | W | T | F | S | S |
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| Oct2025 | ||||||
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| Jan2026 | ||||||
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| Jun2026 | ||||||
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| 29 | 30 | |||||
| Apr2026 | ||||||
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| 27 | 28 | 29 | 30 | |||
| Jul2026 | ||||||
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| 13 | 14 | 15 | 16 | 17 | 18 | 19 |
| 20 | 21 | 22 | 23 | 24 | 25 | 26 |
| 27 | 28 | 29 | 30 | 31 | ||
2025-26Semester1(SchoolDays-90Days)01/09/2025Semester1Begins,30/01/2026Semester1Ends HolidaysinSemester1
01/10/2025to08/10/2025Chinese National/Mid-Autumn Holiday
21/11/2025PDDay
17/12/2025to02/01/2026WinterHoliday
2025-26Semester2(School Days-90Days)02/02/2026Semester2Begins,03/07/2026Semester2Ends HolidaysinSemester2
09/02/2026to27/02/2026SpringFestivalHoliday
04/04/2026to06/04/2026QingmingHoliday
01/05/2026to05/05/2026LabourDayHoliday
19/06/2026to21/06/2026DragonBoatHoliday
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