"Bridging Day" and "Xperience Camp" are meticulously organized activities that ensure a smooth transition for BCIS community members as they prepare for a new school year, especially for those who are moving or transferring. These events offer an opportunity to try new experiences, make friends, and ease into the academic environment. Adapting to the new atmosphere, language environment, and the IB curriculum can be challenging, particularly for students transitioning from different educational systems. To learn more, we conducted interviews with new community members who participated in the Xperience Camp to gain insights into their transition experiences. 

Encountering Judy for the first time during the Xperience Camp left a lasting impression on us, as she confidently showcased her personal project. During the past semester, leveraging the exceptional learning abilities she demonstrated in the public school system, Judy adeptly transitioned to the Grade 7 IB Middle Years Programme, excelling in various subjects. She initially made many friends during the Xperience Camp, and continued to connect with outstanding classmates during the past few months. The support of her friends not only facilitated a seamless integration into the grade but also assisted her in adapting to the new collaborative learning environment. 

However, Judy openly acknowledged the challenges she faced during this transition, particularly in subjects involving extensive specialized English vocabulary, such as the science course. These concerns were expressed during the Xperience Camp, and at the beginning of the school year, and Judy initially found the pace of the science class to be challenging due to a lack of specialized English vocabulary. However, after discussing the issue with her science teacher, Ms. Bonnie shared supporting science text chapters with her on the Schoology platform. This not only addressed knowledge gaps but also enabled Judy to quickly supplement the required academic science vocabulary. English, as a fundamental learning skill, receives significant emphasis at BCIS. Students are placed in different classes based on their individual language proficiency, receiving varying levels of personalized assistance. For students like Judy, who entered advanced English classes, language challenges were easily overcome with the help of teachers. Immersed in an English learning environment, Judy shared how her language skills significantly improved throughout the semester. From initially struggling with 300-word English compositions at the beginning of the academic year, she could now effortlessly write thousand-word scientific reports - a remarkable improvement that surprised both herself and her family. "We have a learning support team with the teachers providing targeted assistance, and the key is to dare to ask questions," Judy emphasized after observing other students receiving learning support during the transition process. "If the language is difficult to understand, the assistant teacher will attend classes and provide targeted after-class tutoring according to specific needs. Their learning pace may be different, but teachers ensure that all students can keep up with the overall learning progress." 

Reflecting on the entirely new learning and assessment methods, Judy shared profound insights. Despite consistently excelling in mathematics within the public school , Judy expressed a preference for the IB mathematics learning approach. "Instead of applying formulas directly, we first collaborate on a math problem, compare our methods based on explanations, and this problem-solving, teamwork, and independent thinking method allows us to understand the knowledge points more accurately and efficiently," she explained. "The IB approach enables us to thoroughly comprehend the knowledge itself. Teachers always encourage us to collaborate and think independently, with the goal not just to achieve perfect scores for everyone in exams." 

"Beyond advancing my language skills and confidence, I'd give my experience during this period a solid 9 out of 10 if perfection were the benchmark." Judy remarked. Despite the unknowns and challenges brought by the new curriculum, the diversity of courses and extracurricular activities excites Judy. The arts classes provide her with unprecedented experiences, from scriptwriting to performance, and the drama course offers her a way to bravely express herself and unleash her imagination. At the same time, Judy joined the volleyball team and encourages more new members to participate in BCIS’ sports activities. She stated, "Playing volleyball not only builds mental resilience but also allows you to make more outstanding friends through teamwork. Even if you don't play well, the BCIS team will welcome you with compassion." 

Meeting Yuchen for the first time during the "Who Am I" project at Xperience Camp revealed a multi-talented yet somewhat introverted individual. Upon encountering him again, Yuchen actively participated in the year-end Secondary School Assembly, positioning himself in the front row alongside his peers and serving as a photographer capturing community events. Since joining BCIS, Yuchen enthusiastically enrolled in the photography club, consistently demonstrating his skills at various events, including Halloween gatherings, volleyball matches, and musical performances. Not only did Yuchen swiftly assimilate into the community, but he also formed meaningful friendships with many talented individuals. 

Having transferred from a public school, Yuchen shared his gradual adaptation to the MYP inquiry-based curriculum in Grade 10 at BCIS. He highlighted the shift from traditional learning, where teachers imparted knowledge, to the IB approach, emphasizing analytical research and thinking processes. In subjects like physical education, Yuchen explained the inclusion of different inquiry units, involving not only playing sports but also designing games for children, necessitating reports that present the reflection process and gains in the design – a departure from traditional physical education. 

Moreover, in the Individuals and Society project, Yuchen's group delved into critically presenting the rapidly growing industry of China's food delivery. As a final-year student in the MYP, Grade 10 studies encompassed more personal and group projects, extended research periods, and comprehensive learning reports, preparing students for the IB Diploma Programme. Yuchen pointed out that while the curriculum's knowledge points weren't challenging to grasp, the emphasis was on creative and critical thinking processes, collaboration, and independent abilities. In contrast to past systematic learning, Yuchen found the past few months challenging in terms of concentration and time management. This period also facilitated a better understanding of how biology is learned and assessed in the DP stage, where interdisciplinary knowledge application is essential. The curriculum at BCIS offered ample opportunities for students like Yuchen to develop personal interests, allowing their ideas to develop. Particularly for Grade 10 students, teachers empowered them by providing more space to cultivate independent project inquiry skills. Yuchen expressed appreciation for the enthusiasm of every teacher, emphasizing their clarity about each person's project progress and their willingness to provide support. 

（MYP Persona Project by Yuchen）

In the music class project performance, Yuchen resumed playing the piano with the patient support of Ms. Park. For the middle school personal project exhibition, Yuchen chose calligraphy as a personal hobby, experiencing the process of completing a large-scale personal project for the first time. 

Yuchen's father expressed his satisfaction, stating, "In addition to persisting in the path of biology and medicine he chose for the future, a lifelong hobby can accompany him and make the journey more exciting." Over the past few months, the joy derived from learning at BCIS and the gradual integration into personalized inquiry-based courses pleased Yuchen's father, who observed Yuchen's increased self-discipline and confidence. 

Acceptance, inclusivity, and providing support are at the core of BCIS' approach, ensuring a seamless integration into community life and embarking on the journey of personalized learning. Positive feedback from new members regarding language and learning support in adapting to the IB curriculum affirms the success of these efforts. 

BCIS warmly welcomes more students who share our vision and goals to join us. Not only do we offer language courses and a dedicated learning support team to help students adapt to the learning environment, since 2007, we have also initiated the BCIS Scholarship program. This program is open to students of all nationalities, including those within the community who are about to enter the 11th or 12th grade, as well as external students preparing to apply for admission to BCIS in the 9th or 10th grade. The scholarship aims to support students in igniting their passion for learning, encouraging them to develop their individuality, creativity, and knowledge. It also seeks to inspire them to find their academic enthusiasm and social value within the BCIS learning community！