这是BCIS 2026届毕业生交出的升学答卷，也是学校“个性化教育”理念的最好注释。
然而，比起多年来持续稳定的升学成果，我们更希望将目光投向数字背后的成长故事。
今年，我们聚焦四位毕业生。他们加入BCIS的时间不同，大学方向的选择各异，但在他们身上，我们看到了许多共同的品质：积极的求知欲和探索精神；坚持追寻自己热爱的领域并持续投入；在追求个人成长的同时，也始终关注身边的人与社会。
他们展现出的自驱力、领导力和责任感，构成了大学申请材料中最真实、也最具说服力的部分。
透过他们的成长经历，我们看到的并不仅仅是几份大学录取结果，而是一个个年轻人如何在BCIS的学习与实践中逐渐认识自我、明确方向，并一步步走向更广阔的世界。
对于学生而言，专业方向的确立并非一蹴而就，而是在长期学习、实践与探索中逐渐清晰。在BCIS，学生通过跨学科学习、项目实践与社区参与，不断拓展认知边界，在真实体验中发现兴趣、认识自我，并逐步明确未来的发展方向。
本期，让我们走进George与Flora的成长故事，看看他们如何在探索中坚定热爱、找到属于自己的未来道路。
George三年级加入乐成。十三年后，他即将前往斯沃斯莫尔学院（Swarthmore College）学习哲学。这所美国顶尖文理学院，也将成为他继续探索知识边界、连接不同领域的新起点。
尽管早申阶段同时申请了哥伦比亚大学，但在获得斯沃斯莫尔学院录取后，George坚定地选择了后者。吸引他的不仅是学校深厚的人文学术传统，更是其强调跨学科学习的学术氛围。
学生可以在不同领域间探索，在不同学科间建立联系。如同在BCIS的学习经历一般，这种开放而灵活的学习环境，让George相信，自己不必为了未来放弃任何一种热爱。
回顾这些年在BCIS的学习历程，广泛而深入的跨学科探索始终贯穿其中。
“我对许多学科都充满兴趣。我非常喜欢英语文学，因为阅读能够让我将书中的内容与自己的生活联系起来，从中获得新的思考和启发；我也热爱数学和物理，在不断探索和理解世界的过程中获得乐趣。”
随着学习的不断深入，George逐渐意识到，不同学科之间并非彼此独立，而是相互关联，而且这些学科与哲学之间更是有着密不可分的联系。
这种认识并非一朝一夕形成。
MYP阶段广泛而均衡的课程设置为George的发展奠定了重要基础。学生有机会接触不同领域的知识，并在持续探索中逐渐明确自己的兴趣方向。
进入IBDP阶段后，他开始有意识地深入体会不同学科之间的联系。他喜欢数学推导中的严密逻辑，也着迷于物理学对世界运行规律的解释；而哲学，则让他有机会进一步追问这些知识背后的根本问题。
“正是在BCIS的学习经历，让我逐渐形成了跨学科的思维方式。学习并不是要你在几个学科之间做出单一选择，而是在理解与热爱它们的同时，找到它们之间的联系。”
课堂之外，从模拟联合国到辩论活动，从足球场和网球场上的团队协作，到校园活动中的组织与协调，George同样保持着社区生活的广泛参与。对他而言，这些经历不仅带来了不同领域的实践经验，也帮助他建立起与同学、老师以及整个学校社区之间深厚而持久的连接。
“
我认为BCIS社区最特别的地方，是人与人之间紧密的连接。无论是同学、朋友，还是老师，我都和他们建立了非常深厚的关系，而这也是我最珍贵的收获之一。
”
在George看来，BCIS最重要的价值不仅体现在课程本身，更体现在其所营造的学习环境。
这里鼓励学生提出问题、表达观点，并在实践与探索过程中不断修正、完善自己的认识。相比过早确定未来专业方向，学校更重视帮助学生在真实体验中发现自己真正关注的问题。
大学申请阶段，在升学指导老师的帮助下，George更加清晰地梳理出自己的学术兴趣与发展方向。过往的学习经历、课程选择与课外实践逐渐串联成完整的成长轨迹——无论是对英语文学、数学和物理的持续热爱，还是对不同知识体系内在关联的不断思考，最终都汇聚于他对哲学的坚定选择。
谈及十三年的BCIS时光，George最珍视的并非某一项具体成就，而是学校所给予他的学习方式、思考习惯，以及与社区建立的深厚连接。
“我觉得自己的人生已经和BCIS建立了一种很深的联系。这里塑造了我的性格，也塑造了我与他人建立连接的方式。”
“
BCIS培养了我对学习的热爱和人与人的连接。进入大学后，我希望自己能够始终保持学习的热情，不仅仅是为了成绩，更是为了探索未知、拓宽视野，并与更多的人建立连接。
”
在BCIS就读七年的Flora，今年收获了美国莱斯大学（Rice University）的录取，未来将学习艺术史。
有着”新藤校“之称的莱斯大学，真正吸引Flora的并非某一个专业排名，而是其浓厚的跨学科氛围。“那里有很多跨学科学习的学生。即使是学工程的人，也在进行艺术创作。大家不会被局限在单一领域里。”
这种开放而多元的学术文化，让她联想起了自己在BCIS的成长经历。
Flora与艺术结缘很早，但真正让她开始思考艺术与社会、文化之间关系的，则是九年级时参与的一场由学姐发起的艺术展。
除了提交自己的作品，她还参与了展览筹备与执行工作。这些看似琐碎的任务，让她第一次接触到艺术策展这一领域。
更重要的是，这次经历让她感受到来自学长学姐的信任、支持与协作。在BCIS，年龄从来不是参与项目的门槛。作为低年级学生，她被邀请加入团队，也被认真倾听和尊重。
回望这段经历，Flora对于艺术史与策展的兴趣，也在悄然萌芽。
随后几年，这颗种子不断向上生长。
后来，Flora发起并组织了主题为 《凝视之内（The Gaze Within）》的跨校学生艺术展，向不同学校征集作品，最终汇集了来自七所国际学校学生的创作成果。
“这是一个我非常感兴趣的话题。数字时代里，我们似乎无时无刻不处于被观察、被记录的状态。而我更想思考的是，我们是否也能够拥有勇气去反向‘凝视’。”
从确定主题、联系创作者，到作品筛选、展陈设计和现场布置，每一个环节都需要投入大量时间与精力。也正是在这个过程中，Flora经历了从参与者到组织者，从艺术创作者到策展实践者的身份转变，也逐渐明确了自己的学术兴趣与未来方向。
除了艺术项目，Flora在其他学术课程上同样保持着主动探索的态度。
IBDP阶段，她选择了数学、西班牙语和英语高阶课程。对于未来计划学习艺术史的她而言，学习西班牙语能够帮助她接触更广阔的文化与学术资源。尽管学习过程并不轻松，但在老师的帮助下，她一步步建立起信心，并逐渐适应挑战。
谈到数学学习，Flora则笑着提起陪伴自己四年的数学老师。“每次考试前，我都会去老师办公室问问题。后来几乎变成了一种习惯。只要去找老师聊一聊，我就会安心很多。”
回顾自己的学习经历，Flora特别感谢老师们在课堂内外给予的支持。
无论是学术研究、艺术项目，还是大学申请过程中遇到的困难，老师们总愿意投入额外时间帮助学生拆解目标、规划步骤，让原本复杂的任务变得更加清晰、更具操作性。这种支持，也让她逐渐建立起面对未知的勇气与信心。
“
在BCIS最珍贵的收获之一，就是这里充满支持与鼓励的校园氛围。让我能够勇敢地迈出新的步伐，也让我有信心去尝试自己真正想做的事情。
”
在Flora看来，成长并不一定来自轰轰烈烈的故事。“升学指导老师告诉我，平淡的故事也可以很精彩。最重要的不是故事有多宏大，而是它是否真正属于你。”
回顾七年的BCIS时光，Flora最大的收获并不仅仅是找到未来的专业方向，而是在一次次尝试与探索中学会相信自己。
“
在BCIS，我能够深刻感受到这里的老师们始终在努力支持每一位学生，帮助我们在不同领域发掘潜能、不断成长。
”
在BCIS，我们用三个关键词描绘毕业生的成长画像：正直诚信的领导者、乐学善思的学习者、身心和谐的践行者。
这些学生的故事，正是这些关键词最生动的诠释。他们没有按照固定的“升学模板”规划人生，也没有被排名或标准答案所束缚。相反，他们在学术探索、项目实践和社区参与中不断认识自我、理解世界，并逐渐找到属于自己的方向。
教育的意义，从来不仅仅是帮助学生进入理想大学。真正的成长，更体现在他们对热爱的坚持、对问题的思考，以及面对世界时展现出的自驱力、领导力与责任感。
这些，正是一所学校最珍贵的底色。
Over 210 university offers across more than 20 academic disciplines. Nearly USD 4 million in scholarships awarded. Half of the graduating class admitted to Top 30 U.S. universities, and 90% to Top 50 institutions. Beyond the United States, 90% of offers came from universities ranked among the world's Top 100. Students also earned recognition from some of the most prestigious liberal arts colleges and art and design schools globally.
These outcomes reflect the achievements of the BCIS Class of 2026—but more importantly, they reflect the impact of our emphasis on personalized education.
While admissions results are certainly worth celebrating, we believe the most meaningful stories lie beyond the numbers.
This year, we spotlight four graduates whose journeys to university have taken different shapes. Some joined BCIS in the early years of their education, while others arrived later. Their academic interests span diverse fields, from the humanities to the arts. Yet they share a number of defining qualities: curiosity, a willingness to explore beyond their comfort zones, a commitment to pursuing what genuinely interests them, and a desire to contribute to the communities around them.
Their agency, leadership, and sense of responsibility are not simply qualities listed on a university application, but are genuine habits developed over years of learning, reflection, and participation.
Through their stories, we see more than university admissions. We see young people discovering who they are, developing a sense of purpose, and preparing to engage thoughtfully with an increasingly complex world.
At BCIS, students do not arrive at a future academic path overnight. Through interdisciplinary learning, authentic projects, and active engagement in the community, they gradually deepen their understanding of both the world and themselves. In doing so, they begin to identify the questions, challenges, and passions that will shape their futures.
In this first feature, we meet George and Flora, two students whose journeys illustrate how exploration can evolve into purpose.
George joined BCIS in Grade 3. Thirteen years later, he is preparing to study Philosophy at Swarthmore College, one of the leading liberal arts colleges in the United States.
Although he also applied to Columbia University during the early admissions process, George knew that Swarthmore was the right choice once he received his offer. What attracted him was not only the college's strong tradition in the humanities, but also its commitment to interdisciplinary learning.
Students are encouraged to explore multiple fields, draw connections across disciplines, and resist limiting themselves to a single academic identity. For George, this felt remarkably familiar.
Throughout his years at BCIS, interdisciplinary exploration became a defining part of his educational experience.
"I've always been interested in many different subjects,” he explains. “I love literature because reading allows me to connect ideas from books with my own life and experiences. At the same time, I enjoy mathematics and physics because they help me better understand how the world works."
As his studies became more advanced, George began to recognize that these subjects were not isolated from one another. Instead, they were deeply interconnected—and philosophy offered a way to examine the fundamental questions that underpin them all.
This perspective developed gradually.
The broad and balanced curriculum of the Middle Years Programme (MYP) exposed him to a wide range of disciplines and encouraged him to explore widely before specializing. Later, in the IB Diploma Programme, he became increasingly fascinated by the relationships between different ways of understanding the world.
He appreciated the logical rigor of mathematics and the explanatory power of physics. Philosophy, however, allowed him to step back and ask deeper questions about knowledge, reasoning, and human understanding itself.
“My experience at BCIS helped me develop an interdisciplinary way of thinking. Learning isn't about choosing one subject and abandoning the others. It's about understanding how different disciplines connect and enrich one another.”
Beyond the classroom, George immersed himself in school life. Whether participating in Model United Nations, debating, competing on the football pitch and tennis court, or helping organize school events, he consistently sought opportunities to contribute to the community around him.
These experiences provided more than practical skills. They also fostered meaningful relationships with classmates, teachers, and mentors.
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What makes BCIS special is the strength of its community,” he reflects. “I've built incredibly meaningful relationships here, and those connections are among the most valuable things I'll take with me.
”
For George, the value of BCIS extends beyond academic coursework. It lies in an environment that encourages students to ask questions, challenge assumptions, and refine their understanding through exploration and experience.
During the university application process, BCIS university counselors helped him connect years of academic choices, extracurricular involvement, and intellectual interests into a coherent narrative. His passion for literature, mathematics, and physics—and his fascination with the connections between them—ultimately led him to philosophy.
Looking back on thirteen years at BCIS, George values not a single achievement, but the habits of mind and relationships that shaped him.
“BCIS has become a significant part of who I am,” he says. “It shaped my character and influenced how I build relationships with other people.”
As he prepares for university, he hopes to carry forward the curiosity and openness that have guided him thus far.
“
I want to continue learning not just for grades, but for the joy of exploring new ideas, broadening my perspective, and connecting with people from different backgrounds.
”
After seven years at BCIS, Flora will be attending Rice University, where she plans to study Art History.
Known for its collaborative and interdisciplinary culture, Rice appealed to Flora not because of a specific ranking, but because of the way students engage across academic boundaries.
“There are so many students pursuing different interests at the same time,” she says. “Even engineering students are creating art. People aren't confined to a single field.”
The environment reminded her of her own experience at BCIS.
Flora's relationship with art began early, but her interest in the broader cultural and social dimensions of art emerged in Grade 9, when she participated in an art exhibition initiated by an older student.
In addition to contributing her own work, she became involved in planning and organizing the exhibition. Through what initially seemed like small logistical responsibilities, she was introduced to the world of curatorial practice.
Equally important was the experience of being trusted and included.
At BCIS, age is rarely a barrier to meaningful participation. As a younger student, Flora was invited into the process, listened to, and treated as a valued collaborator.
Looking back, she recognizes this experience as the beginning of her interest in art history and curation.
Over the following years, that interest continued to grow.
Eventually, Flora organized and curated her own student exhibition, The Gaze Within, which explored questions of observation, identity, and visibility in the digital age. The exhibition brought together works from students representing seven international schools.
"It was a topic I felt deeply connected to,” she explains. “In today's digital world, we are constantly being observed, recorded, and evaluated. I wanted to explore whether we also have the courage to look back and examine ourselves."
From developing the exhibition concept and communicating with artists to selecting works, designing the layout, and overseeing installation, every stage demanded creativity, leadership, and persistence.
Through the process, Flora evolved from participant to organizer, from artist to curator. At the same time, she gained greater clarity about her academic interests and future aspirations.
Her curiosity extended beyond the arts.
During the IB Diploma Programme, Flora chose Higher Level courses in Mathematics, English, and Spanish. For someone planning to study Art History, Spanish offered access to broader cultural and academic perspectives. Although challenging at times, the experience strengthened both her confidence and resilience.
When discussing mathematics, Flora smiles as she recalls her teacher of four years.
"Before almost every exam, I'd visit my teacher's office to ask questions,” she says. “Eventually it became a routine. Just having those conversations helped me feel more confident."
Reflecting on her educational journey, Flora is especially grateful for the support she received from teachers both inside and outside the classroom.
Whether working on academic research, artistic projects, or university applications, she found educators willing to invest additional time and guidance, helping her break complex goals into manageable steps.
That support gave her the confidence to embrace uncertainty and pursue ambitious ideas.
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One of the most valuable things about BCIS is the culture of encouragement,” Flora says. “It gave me the confidence to take risks and pursue things that genuinely mattered to me.
”
For Flora, growth has not always come through dramatic milestones.
“My university counselor once told me that ordinary stories can still be meaningful,” she reflects. “What matters isn't how extraordinary a story appears. It's whether it's authentically yours.”
Looking back on seven years at BCIS, Flora believes her greatest achievement is not simply identifying a future academic field, but learning to trust herself through exploration and experience.
“
At BCIS, I've always felt that teachers genuinely want every student to succeed. They help us discover our strengths, develop our potential, and continue growing in ways we might not have imagined.
”
At BCIS, we describe our graduates in three key ways: as Principled Leaders, Empowered Learners, and Wellbeing Cultivators.
The stories of students like George and Flora bring these ideals to life.
Neither followed a predetermined path toward university admissions, nor were they defined by rankings or conventional measures of success. Instead, they discovered their interests through academic inquiry, authentic experiences, and meaningful engagement with their community.
Ultimately, the purpose of education extends far beyond university placement.
Its greatest impact can be seen in a student's willingness to pursue what they care about, to engage thoughtfully with complex questions, and to approach the world with initiative, empathy, and responsibility.
Those qualities are the true measure of growth—and the foundation upon which meaningful futures are built.
*转自：北京市朝阳区乐成学校官方公众号
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