为深耕德育实践、传承育人经验、提升班主任专业素养，我校第六期班主任论坛活动在学生成长中心孟主任的主持下隆重举行，全体班主任以年级为单位，采用P4C探究式研讨模式，复盘全年德育亮点，交流带班心得，汇聚育人智慧。 论坛现场，一至九年级各年级组依次分享全年育人成果，内容贯通幼小衔接、中段美德涵养、高段自主管理、小升初升学衔接全学段，构建起梯度清晰、连贯完整的一体化德育实施路径。
低段深耕新生适应、行为规范与家校协同，一年级开学前置全员家访筑牢幼小衔接情感根基，依托数字化评价系统、每月“成长足迹”、定制家校手册实现过程评价可视化，期末趣味游园替代传统纸笔测试，三方会谈用温情方式见证低年级孩子成长蜕变；二年级打造两大德育品牌，以“五步法”常态化开展主题美德集会，将友善、坚持等品格教育融入仪式活动，同步推行生活化闯关无纸化测评，以游戏化情境综合评定学生综合素养。
In the lower years, we focus intensively on helping new pupils settle in, fostering good behaviour and promoting home-school collaboration. Before the start of P1, we conduct home visits for every pupil to lay a solid emotional foundation for the transition from nursery to primary school. We visualise the assessment process using a digital evaluation system, monthly ‘Growth Journals’ and a bespoke home-school handbook. At the end of term, fun fair-style activities replace traditional paper-and-pencil tests, whilst tripartite meetings provide a warm and supportive setting to witness the growth and transformation of our younger pupils; In P2, the school has established two flagship character education initiatives. The ‘Five-Step Method’ is used to regularly hold themed virtue assemblies, integrating character education—such as kindness and perseverance—into ceremonial activities. Concurrently, the school implements paperless, real-life challenge-based assessments, using gamified scenarios to comprehensively evaluate pupils’ overall competencies.
中段聚焦核心素养培育与学生自主成长，三年级常态化运用新型数字化行为管理系统，搭配特色学科活动促进学生全面成长，班主任团队坚持坐班值守、互助补位，打造有温度的年级管理团队；四年级以十岁成长礼开展仪式育人，创新家长开放日模式，联动五年级推行学院制贯通管理，搭建积分激励长效评价机制；五年级深化学院自主管理体系，开设美德绿卡商城、差异化学期家长工坊与沙龙，同步落地劳动教育、项目式学习、青春期生理健康课程，实现育人多维覆盖。
The middle years focus on cultivating core competencies and fostering pupils’ independent growth. In P3, a new digital behaviour management system is routinely utilised, complemented by specialised subject-based activities to promote pupils’ all-round development; the team of form tutors maintains a presence in the school and supports one another, creating a caring year-group management team; P4 utilises the ‘Ten-Year-Old Coming-of-Age Ceremony’ to foster character development through ceremonial rituals, innovates the format of Parents’ Open Days, and collaborates with P5 to implement a seamless ‘house-based’ management system, establishing a long-term points-based incentive and evaluation mechanism; P5 deepens the autonomous management system within the ‘houses’, launching the ‘Virtue Green Card Mall’ and offering differentiated termly parent workshops and salons, whilst simultaneously rolling out labour education, project-based learning and courses on adolescent physical and mental health, thereby achieving multi-dimensional coverage in student development.
六至九年级紧扣升学过渡与青春期心理育人，六年级系统推进小升初、幼升小双向联动，复盘优化毕业典礼方案，兼顾升学指导与情感育人；七八九年级依托学院社团、积分拍卖激励机制，推行微频分层施教，每日夯实学科基础，常态化开展心理疏导与主题班会，以环境浸润、目标引领为青春期学生搭建全方位成长保障体系，各学段各有抓手、层层递进、一脉相承。
P6 to S9 focus closely on the transition to secondary school and psychological support during adolescence; in P6, we systematically promote two-way coordination between the transition from primary to secondary school and from nursery to primary school, whilst reviewing and optimising the graduation ceremony programme to balance academic guidance with emotional support; S7, S8 and S9 draw upon the school’s clubs and the points-based auction incentive scheme to implement tiered teaching through micro-lessons, consolidating subject foundations on a daily basis. Regular psychological counselling and themed class meetings are conducted to establish a comprehensive growth support system for adolescents through environmental immersion and goal-oriented guidance. Each stage has its own specific focus, with a progressive and coherent approach across all levels.
分享环节，各年级将一整年精细化管理、特色活动、团队建设、家校协同经验系统化梳理，既有落地可行的实操方法，也有深度育人反思，充分展现我校班主任细致专业、深耕不辍的育人姿态。
During the sharing session, each year group systematically summarised their experiences of the past year in terms of refined management, special activities, team-building and home-school collaboration. These included both practical, actionable methods and in-depth reflections on educational practice, fully demonstrating the meticulous, professional and unwavering commitment of our form tutors to student development.
家校共育中心陈主任结合各年级分享作点评总结，肯定各年级在家校协同、过程性评价、活动创新上的扎实探索，梳理可复制、可传承的德育工作范式，为后续家校共育提质增效指明方向。
Director Mr. Chen of the Home-School Collaboration Centre provided a summary and commentary based on the presentations from each year group, commending their thorough exploration of home-school collaboration, formative assessment and innovative activities. He outlined replicable and sustainable models for moral education, thereby charting a course for enhancing the quality and effectiveness of future home-school collaboration.
喻霞校长作总结讲话，高度认可全体班主任一学年的坚守与巧思，强调班主任是立德树人第一线的核心力量，鼓励全体教师积极参与研讨，互通经验、薪火相传，把零散实践沉淀为系统化德育成果，持续提升班级治理与育人专业能力。
Principal Ms. Wendy Yu delivered a closing address, in which she highly commended all form tutors for their dedication and ingenuity throughout the academic year. She emphasised that class teachers are the core force on the front line of fostering virtue and nurturing talent, and encouraged all teachers to actively participate in seminars, share experiences and pass on their knowledge, thereby transforming scattered practices into systematic achievements in moral education and continuously enhancing their professional capabilities in class management and student development.
This forum aimed to foster reflection through review and to promote mutual growth through exchange. Moving forward, all teachers at SUIS-HF will continue to nurture their students with dedication, learning from one another and joining forces to move forward, safeguarding the all-round development of every pupil through more professional and caring educational practices.