金秋九月，世外小学国际部 2025 学年社团集市选拔活动如期启幕。作为践行 IB（国际文凭）教育理念的重要载体，本次社团活动以 “培养终身学习者、负责任的全球公民” 为目标，围绕 “探究、知识、反思、交流、行动” 五大 IB 核心技能，构建起覆盖艺术、科技、体育、语言文化的多元课程体系，为国际部学子搭建了 “在实践中探究，在体验中成长” 的个性化发展平台。
从课程设计到活动落地，每一个社团都深度契合 IB 教育的核心诉求。在探究与知识建构维度，非遗卯榫结构社团让学生亲手拆解、拼接木质构件，在理解传统工艺 “不用一钉一胶” 的智慧中，打通 “历史文化” 与 “工程技术” 的跨学科知识；科创入门与无人机社团则以 “项目式学习” 为核心，引导学生从 “设计简易机器人”“规划无人机航线” 等真实任务出发，自主探究机械原理、编程逻辑，在解决问题的过程中培养科学思维。而水墨画社团将中华传统笔墨技法与 “视觉艺术” IB 学科目标结合，学生在学习运笔、晕染的同时，需反思 “水墨语言如何表达情感与文化”，实现 “艺术技能” 与 “文化认知” 的双重提升。
在交流与协作能力培养上，社团活动打破单一课堂模式，创造多元互动场景。戏剧与音乐剧社团以 “剧本演绎” 为核心，学生需分工完成角色塑造、台词打磨、舞台编排，在小组合作中学习 “倾听他人观点、清晰表达想法”；篮球、排球等体育社团通过团队对抗赛，让学生在制定战术、配合攻防的过程中，理解 “责任与担当” 的意义，践行 IB “关爱社区” 的育人要求。即便是尤克里里、陶笛等单人乐器社团，也会通过 “小组合奏”“音乐分享会” 等形式，引导学生在艺术表达中学会欣赏他人、共同进步。
更重要的是，社团集市为学生提供了自主选择与行动实践的空间，充分尊重 IB 教育 “以学生为中心” 的理念。从 “根据兴趣选择 1-2 个社团”，到 “在课程中自主规划学习目标”（如科创进阶社团学生可自主决定电子编程/智能硬件开发项目主题），再到 “通过成果展示（如动漫海报展览、武术表演）输出学习收获”，每一个环节都让学生成为 “学习的主人”。正如 IB 教育所倡导的 “终身学习”，社团活动不仅是技能的培养，更是让学生在探索中发现热爱、在实践中积累经验，为未来适应全球多元环境、成为 “有行动力的公民” 奠定基础。
此次社团集市不仅是世外小学国际部课后服务的缩影，更是 IB 教育理念落地校园的生动实践。它以多元课程为纽带，将 “知识探究” 与 “生活实践” 相连，将 “个人成长” 与 “社区协作” 相融，让每一位学子都能在兴趣的驱动下，主动探索、积极交流、勇敢行动，真正实现 “全面发展、个性成长” 的教育目标。
撰文：严知愔 孙菁华
摄影：周锡雷
WFLPS Club Fair
Kicks Off with a Great Fanfare,
Diverse Courses Igniting Students' Interests
As autumn paints September in golden hues, the 2025 Academic Year Club Fair Selection Event of the International Division at World Foreign Language Primary School (WFLPS) kicked off as scheduled. Serving as a key vehicle for practicing the IB (International Baccalaureate) educational philosophy, this club event aims to "nurture lifelong learners and responsible global citizens".
Centering on the five core IB skills of "Inquiry, Knowledge, Reflection, Communication, and Action", it has built a diverse curriculum system covering art, technology, sports, and language & culture. This provides a personalized development platform for students of the International Division to "explore through practice and grow through experience".
From curriculum design to event implementation, each club is deeply aligned with the core demands of IB education.
In terms of inquiry and knowledge construction, the Intangible Cultural Heritage Mortise and Tenon Joints Club allows students to personally disassemble and assemble wooden components. While understanding the wisdom of the traditional craft of "using no nails or glue", students connect the interdisciplinary knowledge of "historical culture" and "engineering technology".
The Introductory Science and Technology Club and the Drone Club focus on "project - based learning". They guide the students to start from real - life tasks such as "designing simple robots" and "planning drone routes". They independently explore mechanical principles and programming logic, and cultivate scientific thinking in the process of solving problems.
The Ink Wash Painting Club combines traditional Chinese brush and ink techniques with the IB subject objectives of "Visual Arts". When learning brush movement and ink blurring, students need to reflect on "how ink wash language expresses emotions and culture", achieving the dual improvement of "artistic skills" and "cultural cognition".
In terms of cultivating communication and collaboration abilities, club activities break the single classroom model and create diverse interactive scenarios.
The Drama and Musical Theater Club centers on "script performance". Students need to divide their work to complete role creation, line polishing, and stage arrangement. They learn to "listen to others' opinions and express their ideas clearly" during group cooperation.
Sports clubs such as basketball and volleyballhold team competitions. In the process of formulating tactics and coordinating offense and defense, students understand the significance of "responsibility and commitment". They practice the IB educational requirement of "caring for the community".
Even individual instrument clubs like the Ukulele Club and the Ocarina Club guide students to learn to appreciate others and make progress together in artistic expression through forms such as "group ensembles" and "music sharing sessions".
More importantly, the Club Fair provides students with space for independent choice andpractical action, fully respecting the IB education concept of "student - centered". From "choosing 1 - 2 clubs based on "interests" ot to "independently plan learning goals in the course" there are opportunities. (for example, students in the Advanced Science and Technology Club can independently decide the theme of electronic programming/intelligent hardware development projects), Learning achievements through results are displaysed in many ways such as anime poster exhibitions and martial arts performances. Every link enables students to become the "master of learning". Just as IB education advocates "lifelong learning", club activities are not only about skill cultivation, but also about enabling students to discover their passions through exploration and accumulate experience through practice. They lay a foundation for adapting to the diverse global environment and enable them to become "active citizens" in the future.
This Club Fair is not only a microcosm of the after - school services of the International Division at WFLPS, but also a vivid practice of the IB educational philosophy being implemented on campus. With diverse courses as the link, it connects "knowledge inquiry" with "life practice" and integrates "personal growth" with "community collaboration". It enables every student to actively explore, communicate positively, and act bravely driven by interests,. This truly realizies the educational goal of "all - round development and personalized growth".
By Mueller&Sophia
Photographed by Zhou Xile
