愛文的獨特之處究竟是什么？使命、學習體驗、老師、教育方法與課程多方面都具有強大的感染力。在深圳愛文學生健康和升學輔導主任Douglas Ray看來，愛文不可撼動的優勢從構架層面就已經體現出來，并系統貫徹在學生發展目標、師資、項目設計全方位中：
(資料圖)
1.重視學生的全面身心健康。
2. 全球教師團隊為同一目標而不懈努力。“單一考試愛好者”不會來到愛文。
3.學生主導的學習體驗。讓學生不斷自主作出選擇，從實踐中掌握獨立思考和學習能力。
4.師生均受益于整個愛文的全球資源。
5.大學升學指導體系匯集全球力量 。
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立而卓異：愛文的獨特之處
By Douglas Ray
當我告訴別人愛文有意不使用IB、AP、A-Level、GCSE、US Common Core等任何一種由外部創建的課程時，我經常看到對方震驚的表情。震驚的背后是這樣一種假設：要把學生送到國外上大學，學校必須選用以上課程體系中的某一種，那些課程體系的最終目標，就是讓學生能夠參加外部考試。
愛文的使命是培養有能力解決全球問題的未來世界領袖。正是為了給我們的學生以“特殊裝備”，使他們能夠處理高度復雜的問題，我們決定以迥異于傳統的方式教育他們——讓他們以新鮮的視角、開放的心靈、熟練的雙手和勇敢的精神來看待那些問題。
因此，愛文研發團隊花了十余年時間，設計并不斷迭代，創造出一種與眾不同、目標明確的學校體驗：一所全球各校區聯動的世界學校，擁有一套獨特的教學目標“愛文世界元素”，既包括對基本學術技能的教學，也涵蓋了流動的認知技能——同理心（Em）、創造力（C）、計劃能力（PI）、識別規律的能力（Pt）和抽象思維（Ab）。
愛文世界元素
愛文教育的特殊性在于，我們立而卓異、不負使命，自教育設計與學校構架層面便已與眾不同。在此，我想尤其強調以下幾項特點，它們共同構成了愛文與眾不同的優勢：
01
我們視學生全面身心健康為教育的核心。快樂、健康的學生才能夠學習和成長。
幾年以來，世界各地的學生都經歷了全球疫情、情緒與心理壓力、以及由未來的不確定性帶來的挑戰。現實挑戰為學習帶來了困難。因此，愛文把學生的身心健康置于首要地位。在小學部，由全科老師帶領的整個教師團隊為學生提供精心照顧，關懷孩子的全面發展與學業進步。從6年級開始，每個中學生都擁有一名導師，導師的唯一任務就是幫助學生做出正確的選擇、保證學生在社會情感發展上得到全面支持。從幼教部到高年級項目，全體愛文學生背后都站著一支“學生支持團隊”，由語言支持專家和心理學家等組成，為學生提供個性化的支持。這支團隊直接與學生和教師合作，確保每一位愛文學生都能獲得成功。
02
我們的全球教師團隊具有強烈的目標感，為同一目標而不懈努力。
加入愛文的教師來自世界各地，擁有眾多行業和不同類型學校的經驗。我曾在美國頂尖的獨立寄宿學校和中國的創新型初創學校工作過，而其他同事豐富的工作經驗覆蓋了以改革教育為目標的特許學校、全球各地IB學校、久負盛名的英國寄宿學校、中國公立學校及高等院校。讓我們走到一起的是共同的目標感——我們決心以不同于應試學校的方式教學，因為我們知道要完成更深層次的學習，就需要新型的學習過程。愛文像磁鐵一樣吸引著與它價值觀一致的老師；我們不會招募那些只關注單一考試結果的人。
03
我們給學生選擇的機會，讓他們通過實踐獲得獨立思考和學習能力。
在愛文的項目式課程當中，老師會明確地教授必要的技能與內容，但同時，學生也必須作出能夠決定學習結果的選擇。此外，課外項目為學生提供一系列能深入探索個人興趣的選項。隨著學生發掘自己的個人興趣領域，他們會創立新的社團、提出創新倡議，因為我們相信學生的力量，支持學生以自己的愿景和聲音塑造我們的社區。最后，在我們每一位高中生都必須參與的“研學計劃”中，學生會設想、計劃、并最終執行一個屬于自己的項目，把夢想變成現實。這個項目會如同簽名一般代表學生。近期，我們有好幾位學生提交申請，進入愛文的全球“種子銀行”計劃，獲得資金和專家資源的支持，擴大項目規模，力求帶來更深遠的影響。
04
深圳愛文受益于整個愛文體系的全球資源。
我們的全球網絡每一天都使學生的學習受益。老師不僅與身處相同校園的同事合作，而且與其他校區頻繁跨校園合作。在深圳愛文很常見的一幕，正是老師向其他校區的同事請教見解和意見。反過來，其他校區的老師也將深圳同事視為尋找解決方案或機會的思想伙伴。即便在當下，全球旅行受到許多限制，成為世界學校的一部分對于學生來說也意味著諸多開放的可能性。
05
我們的大學升學指導體系匯集全球23位導師的豐富經驗、關系網絡、專業知識。
在愛文，不僅老師在教學中受益于整個愛文生態系統的經驗共享，導師們也會定期召開會議，制定在大學申請和升學指導方面的全球戰略。愛文不是局限于一個地點的獨立學校，而是以全愛文之力集體行動的全球體系，這具有巨大的力量。
立而卓異，我們的目標是：
讓我們的學生不僅能應對未來，還能創造未來。
成為工作的創造者，而不僅是完成工作的人。
成為創造知識的人，而不僅是知道事實的人。
成為影響世界的人，而不僅是影響腳下這片土地的人。
向右滑動查看中文版
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Different by Design:
The Avenues Advantage
By Douglas Ray
When I tell some people that Avenues deliberately does not use the IB, AP, A-Level, GCSE, US Common Core, or some other externally created curriculum, I often get looks of shock. Behind that shock is an assumption that in order to send studentsabroad for college, schools must use one of these curricular systems, which are built to culminate in taking external exams.
Avenues’ mission is to educate world-wise leaders who are uniquely equipped to solve global-scale problems. But in order to “uniquely equip” our students to engage with problems of deep complexity, we must educate them in a different way—to see these problems with fresh eyes, open hearts, skilled hands, and courageous spirits.
As a result, Avenues’ Research and Development Team has spent over a decade designing and iterating a different, purposeful school experience: a world school of globally connected campuses that uses our own curriculum, the Avenues World Elements, which includes instruction in essential academic skills but also fluid-cognitive ones like empathy, creativity, planning, pattern recognition, and abstraction.
Avenues World Elements
The value of an Avenues education is that we are different by design in order to meet our bold mission. I want to highlight a few program features that are parts of the Avenues Advantage.
01
We put student wellbeing at the center of education. Happy, healthy students are able to learn and thrive in the world.
In recent years, students across the globe have experienced the challenges of a global pandemic, emotional and psychological stress, and uncertainty about the future. Learning under these conditions can be difficult. As a result, Avenues has prioritized student wellbeing. In Primary School, students are cared for by teams of teachers, led by a Homeroom Teacher, who attend to the child’s overall and academic development. In grades 6-12, each student is assigned a Dean whose full-time job is dedicated to helping the student make good choices and to supporting social-emotional growth. Throughout Avenues, from our Early Learning Center to Upper Grades, we have a Student Success Team comprised of Language Support Specialists and Support Specialists who individualize support programs for different students. This team works directly with students and also with teachers to ensure that all students admitted to Avenues are set up to succeed.
02
Our global faculty are driven by purpose.
Teachers who join Avenues come from all over the world and with experience in a range of industries and from a variety of types of schools. I have worked in top independent boarding schools in the US and innovative start-up schools in China, while my colleagues have deep experience in reform-oriented charter schools, IB schools across the globe, renowned British boarding schools, Chinese public schools, and colleges and universities. What brings us together is a shared sense of purpose to teach differently from exam-based schools because we understand that deeper learning requires different processes. Avenues is a magnet for values-aligned faculty and it also pushes away those who only focused on single exam results.
03
We give students choice in order to practice more independent thinking and learning.
Our curriculum is project-based, so while teachers explicitly teach certain necessary skills and content, students also have to make choices that dictate the learning outcomes. Furthermore, our extracurricular programs give students a range of choices to explore an interest with more depth. As students develop their own passions, they are able to propose new clubs and initiatives because we believe in the power of the students’ vision and voice to shape our community. Finally, in our Mastery program in which all Upper Grades students engage, students dream, design, and execute a project that becomes their signature. Recently, several of our students submitted applications to receive support from Avenues’ global Seedbank Program, which provides financial and expert resources to help students scale their projects to bigger impact.
04
Global resources benefit our local campus.
The influence of our global network has regular, daily impact on student learning. Teachers not only collaborate with colleagues on campus, but across other campuses; it is common for a teacher in Shenzhen to reach out to colleagues at other campuses for insights and opinions. And the same works for other campuses who reach out to Shenzhen colleagues as thought-partners in finding solutions or opportunities. Even at a time when barriers to global travel have been a reality for Chinese students, being part of world school has opened up possibilities.
05
Our college counseling strategy leverages the experiences, relationships, and expertise of 23 global deans.
Just like our teachers who benefit from shared experiences across the Avenues ecosystem, our deans meet regularly to develop a global strategy for college applications and placement. The sum of our collective impact across Avenues is much greater than if we were to function as an individual school limited to one location.
The intention of
being "different by design" is：
To set our students up not only to respond to the future but to create it.
To be job creators, not just "doers."
To be people who create knowledge, not just those who know facts.
To influence globally in addition to locally.
動心了嗎？想參加愛文舉辦的升學系列活動，可搶先預約線上直播！
11月19日，愛文將舉辦Open.Ed公開教育論壇，講解最新的海外大學錄取趨勢，探討中國學生的更優規劃方案。12月上旬，我們還將舉辦“育見”圓桌分享，特邀愛文升學導師天團，現場講解該如何精準定位與學生完美適配的大學。
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