Page 1 - Spotlight Issue 72

Qingshan Campus‧April 2026

Issue72

Guiding Students into the Future
Guiding Students into the Future
Guiding Students into the Future
Guiding Students into the Future

Sustainable Development GOALS

01 02 03 04 05 06 07 ~ Zachary Warmke
NO POVERTY ZERO HUNGER GOOD HEALTH QUALITY GENDER CLEAN WATER AFFORDABLE
AND WELL-BEING EDUCATION EQUALITY AND AND
Curriculum Coordinator
SANITATION CLEAN ENERGY
08 09 10 11 12 13 14
DECENT WORK INDUSTRY, REDUCED SUSTAINABLE RESPONSIBLE CLIMATE LIFE BELOW KCIS aims to empower our students with the knowledge, skills, and belief in
AND
ECONOMIC INNOVATION INEQUALITIES CITIES CONSUMPTION ACTION WATER
AND
AND
AND
GROWTH INFRASTRUCTURE COMMUNITIES PRODUCTION themselves that will lead them to a great future. One way we do that is through our
projects which involve real-world actions and ideas. When planning a project, we
15 16 17
LIFE ON LAND PEACE, JUSTICE PARTNERSHIPS need to identify the ideas that matter most, then figure out ways to make action and
AND
FOR
STRONG THE GOALS
INSTITUTIONS learning possible. Luckily, we have an excellent starting point: The United Nations
From the United Nations,Department of Economic and Social Affairs
Sustainable Development Goals, or SDGs.
What Are the Sustainable Development Goals?
From the Editor
The Sustainable Development Goals (SDGs) are 17 “big ideas” identified by the From the Editor
United Nations. These are long-term goals for the everyone in the world to work toward.
These include equal education, clean air and water, and ending unfair laws.
The Future We Want
These ideas might sound challenging for children to understand, but actually the The Future We Want
opposite is true. When we explain SDGs to students, they get excited. They want to help
others, and learning that people around the world are working together gives students 國際處主任 賴國宜
even more motivation to study, communicate, and take action. “Development that meets present needs
By implementing SDGs in our work, we are making our students into global citizens. without compromising future generations” — a
We empower them to believe they can improve the world. Let’s take a quick look at how vision from the 1987 UN report Our Common
we have used SDGs to guide our projects. Future that continues to shape how we
understand sustainability today.
Grade 5 Project: Author’s Journey
In this project, students become true authors. At KCIS, we see sustainability not as a single
They draft and edit a complete storybook, including lesson, but a way of thinking woven into everyday
a plot, characters, and theme. To help decide on a learning. Through engaging themes, students
theme, students “decoded” SDGs and turned them explore ideas like energy use, responsible
consumption, gender equality, and caring for
into positive messages to include in their book. others. These complex topics have no simple
Now their stories carry messages like “everyone answers, making them ideal for developing critical
should be treated equally” and “protecting nature thinking. Through discussion and reflection,
is everyone’s responsibility.” students begin to form their own perspectives and
Grade 2 Achieve Writing: Should We Use Plastic Bags? imagine the future they want.
In this AW, second graders debated the use of plastic. They learn why plastic bags In this issue, our curriculum coordinator, Mr.
are so useful and common, but also that they are bad for the environment. By using Warmke, shares how sustainability is integrated
SDGs, such as SDG12, which encourages us to reduce waste, students consider all into our curriculum, and how we support students
sides of the issue. Finally, each student articulates their scientifically-supported opinion in building awareness and taking small but
on how we should use plastic responsibly. meaningful steps to make a difference.
KCFS Projects 「既能滿足當代的需求，同時又不損及後
In KCFS, our students learn about real scientific concepts and problems in the world, 代子孫需求的發展模式。」這段來自聯合國於
then create something to help solve the problem. Here are just a few KCFS projects that 1987年發布的Our Common Future宣言，為永續
involve SDGs: Grade 2 Seed Dispersal: Students create an 發展揭開了清晰而深刻的起點。當全世界都在

efficient way to plant seeds without harming the 探討永續發展之際，我們相信身為未來主人的
孩子們，也應有機會了解並關心攸關自身未來
environment, which aligns with SDG15: Protect life 的議題。
on land.
在學校中，永續發展不應只停留在單一課
Grade 3 Green Battery: Students make a battery 程或一次活動，而應融入日常教學之中，成
using natural materials, which aligns with SDG7: 為一種理解與思考世界的方式。透過主題式學
Ensure access to clean energy for all. 習，我們引導學生關注多元議題，如全球化與
Grade 5 Pollution Problem: Students learn about 能源運用、責任消費、性別平等，以及對差異
oil spills in the ocean, then create a way to clean 的包容與對所有人的關懷。這些議題沒有標準
them. This aligns with SDG6: Protect and conserve water, and SDG14: Conserve and 答案，卻也因此更能培養孩子以系統性思維理
sustainably use the oceans. 解問題的複雜性，並發展批判性思考的能力。
在探索與對話中，孩子逐漸建構屬於自己的價
Looking Ahead 值判斷，想像並實踐「我們想要的未來」。
Our curriculum is always evolving. As the International Department continues to 本期以「永續發展」為主題，精選數個融
develop, we incorporate current, relevant issues like the SDGs so our students gain the 入永續概念的專題課程，讓家長更了解我們如
skills and broad perspective they will need as adults. On the next page of this issue, 何透過教育提升孩子的永續發展意識，並鼓勵
we go into depth into the Innovation Expo Achieve Writing. Turn the page to learn more 他們採取行動，為世界帶來改變。
about how SDGs guided the research, drafting, and publishing process that has led our
sixth graders to become capable innovators for a brighter future.