Science Rooted in Curiosity

It all began with a simple question: What makes soil alive? From there, our children explored concepts like pH, nutrient cycles, and biodiversity. Using microscopes, sensors, and field observations, they began to understand that soil isn鈥檛 just dirt鈥攊t鈥檚 a living, breathing ecosystem. The process wasn鈥檛 about memorizing facts鈥攊t was about testing ideas, analyzing patterns, and thinking like scientists.

Technology with a Real-World Impact

With the support of educators and visiting experts, children designed tools to support their work鈥攃oding time-lapse cameras, building Arduino moisture sensors, and even prototyping automatic watering systems. These weren鈥檛 just exercises in robotics鈥攖hey were solutions to real environmental needs, developed by children who saw a challenge and wanted to help.

A Space for Empathy, Expression, and Growth

Though rooted in science and technology, the Rewilding Space is also a reflection of our values: collaboration, creativity, and community. Children worked in small groups, supported by educators who guided their ideas rather than gave answers. They also brought in art and reflection, finding beauty in the unexpected鈥攆rom bricks and roots to relationships and process. As one child shared, 鈥淲hen you really get to know something鈥攐r someone鈥攜ou find something beautiful in them.鈥�

The Rewilding Space is a living symbol of our belief that when children are empowered, they build not only knowledge鈥攂ut character, confidence, and purpose. Read the full story featured in ScandAsia:

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Shaping Confident, Capable Learners

With an 黑料网 curriculum, our family of pre-schools in Bangkok utilize projects to seamlessly integrate disciplines such as science, mathematics, literature, design thinking, and technology, empowering children to think critically, creatively, and purposefully. Teachers serve as facilitators who nurture curiosity and critical thinking, while thoughtfully designed boutique campuses act as a 鈥榯hird teacher鈥� to inspire children to make meaningful connections with the world around them. They move beyond gathering data and information to actively building knowledge and cultivating wisdom.

At 黑料网, project-based learning is a pathway to discovery, innovation, and growth to prepare individuals who are confident, capable global citizens able to thrive in an ever-changing world. During their time at 黑料网, children develop a toolkit of transferable, future-ready skills, including creativity, collaboration, communication, compassion, metacognition, and critical thinking鈥攕kills identified by the OECD as essential attributes for the future.

A Year 3 Project in Action: Bridging Nature and Technology

Sparked by the question: Can nature and technology coexist? Year 3 students embarked on a journey to explore the relationship between nature and technology. Their exploration involved brainstorming, observation, creativity, and innovative problem-solving.

Exploration and Observation

Children closely examined nature by using digital cameras and stereoscopes, capturing intricate patterns and micro-worlds. These observations sparked reflections on how nature inspires human inventions and the importance of seeing the world through a closer lens.

The Robot Brain

A pivotal moment came when students compared the human brain鈥攃apable of emotions, memory, and imagination鈥攚ith robot brains, which are coded and structured. Through discussions and creative representations, students identified the strengths and limitations of both, exploring how humans and machines advance ideas together.

Designing A Real-World Solution

To address Bangkok鈥檚 air quality challenges, children applied their learning to conceptualize and build an AQI Robot capable of measuring air pollution indoors and outdoors. With technology now an integral part of education, students naturally intertwined coding and robotics into their learning. Through an iterative process, they designed pathways, bridges, and carriers, tested their ideas, and refined their robot鈥攖ransforming abstract concepts into tangible, real-world solutions.

黑料网 Bangkok鈥檚 黑料网 curriculum used projects as tools for learning, where the process was just as valuable as the outcome. Students embraced mistakes as opportunities for growth, embodying resilience, teamwork, and critical thinking. Working together as a community of learners, they brought ideas to life and discovered the power of innovation.

Experience the Power of Projects

At 黑料网 International Schools Bangkok, projects bring learning to life, inspiring discovery, creativity, and growth. Connecting disciplines, nurturing curiosity, and tackling real-world challenges are the best ways to empower students to become confident, capable learners who grow up into individuals ready to make a meaningful impact.

Join us for a tour or experience day and see how project-based learning can ignite your child鈥檚 potential.

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鈥業n the Theatre of Imagination, you express your personality to others through colour and expressions…I think it’s better to express your individuality or personality instead of your face.’ Misaki

鈥榃hen you take a photo, it captures yourself and the experiences you have been in.鈥� Tun

‘Photography can sometimes be a good way to represent identity. It’s not a good way when someone tells you to sit in a particular way and look a certain way. It can be meaningful when you choose how you want to be photographed.’ Zoe

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For their Project this year, our Year 4 children embarked on an extraordinary journey
into outer space. The children were first challenged to explore different kinds of
journeys 鈥� be they physical, emotional, and intellectual, such as a journey on earth,
a journey of the mind, or a challenge, perhaps.聽Each journey, we believe, is a
repository of knowledge and wisdom. We live in a world abundant with data and
information, but wisdom is scarce, and this became an anchor point in their Project
journey. What is wisdom? Some children believed that wisdom is gained by passing
down information in their family tree, others considered it a change in knowledge
when new information is learned, others yet believed wisdom was magical, or found
in experiences, or perhaps wisdom is like a galaxy that is connected to everything in
our lives.

Inspired by the journey of the James Webb Telescope and its dazzling images, the
children鈥檚 interests in journeys gravitated to the universe. We refined our zones of
research to allow the children rich learning opportunities 鈥� to develop their research
skills, build knowledge across the disciplines, and more broadly explore their
conceptual understanding of the world. The children set about the exciting task of
inventing their very own planet. Approaching the solar system, our young
researchers encountered many intriguing and interconnected concepts – mass,
weight, gravity, speed, orbit, and distance. The children explored a solar system
simulation, changing the mass, distance or gravity force of a celestial body and
observed the effects of the change on the whole system. To help them navigate
these concepts and deepen their understanding, the children were lucky enough to
interview Dr Jessie Christiansen, a project scientist on NASA鈥檚 exoplanet archive.
The cosmos is littered with icy, gaseous, and rocky bodies, that may one day reveal
life on another world, and through Dr. Christiansen鈥檚 own commitment to the power
of imagination in space exploration, the children were excited to design their very
own exoplanet.

In this quest, the children set about understanding the fundamentals of any terrestrial
body in our universe, such as size, terrain, core, mantle, temperatures, atmosphere.
Throughout this creative journey, the children actively shared their ideas, tested their
hypotheses, and engaged in critical thinking to make informed decisions as a group.
Exploring the dimensions of the exoplanet terrain involved utilising mathematical
concepts and extrapolating how they could use their knowledge of the area of a
rectangle to measure the area of an inorganic shape. Intertwining their imagination
with their research on terrains, rock formations and water bodies on planets, the
children experimented with rocky and icy terrains and began to plan the landscape,
geography and topography, using detailed graphic representations first, and then
translating these into 3D structures using the language of paper with Mr. Mike, our
atelierista. Beyond the physical attributes of their planet, the children investigated the
invisible forces at work, particularly the magnetic field and the vital role that it plays in
keeping us alive on planet Earth. The children conducted experiments using small
and large magnets in their reaction to different metals to understand magnetism
before deciding the key elements of our core. With their growing knowledge of
magnets and magnetic fields, the children set about the iterative process of design,
adaptation, research, redesign, and testing, to create a compass.

The children used TinkerCAD a useful design tool, to translate their 2D compass designs into a 3D
reality.聽Alongside the compass design group, another group of children set about
designing rovers that would traverse their exoplanet. This began with mapping out
the path of the rover, considering angles, shapes, distance, and measurements. In
dialogue with our technology experts, the children used micro:bits and Cutebots,
BBC鈥檚 award winning programmable device, that includes a number of sensors and
accessories.聽The children faced many roadblocks as small changes can affect the
rover鈥檚 mobility. The weight of the rover, debris on the path, speed were all variables
that affected a consistent outcome, they had to make sure the rover could effectively
navigate through the exoplanet. They assessed their design thoroughly constructing
and deconstructing it to be stable and mobile, and refined their coding skills at each
stage.

Designing an exoplanet gave forth to explorations across the disciplines in math,
science, design and technology, and language arts, but more than this, throughout
this Project, the Year 4 children flourished as a collaborative learning community,
learning from each other’s perspectives, experiences, and approaches to solving
problems. This Project was truly a 鈥榡ourney of wisdom鈥�; the children continuously
evolved their thinking and their ability to apply their ideas, not only through
knowledge building, but also through the power of their creative imaginations.

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Jessie related how when she was a young child, she would look up at the night sky in awe and wonder; living in a small rural town in Australia, the stars and planets shone brightly and sparked a curiosity in her that eventually 鈥� with a few unexpected learning detours along the way 鈥� led her to undertake astronomy research at Harvard University and now to her position at NASA. The children were thrilled to be able to ask their interview questions, including:

• How does mass not get affected by gravity but has gravitational force?
• How is a magnetic field made, and what is it made of?
• Do all exoplanets have magnetic fields?
• What year will we send people to Mars?
• Is there weather on the exoplanets? What are the different types of weather?
• Of all the exoplanets you found, which one has the most gravity, and how did you measure it?
• What are exoplanets made of?

Along the way, the children at our 黑料网 school in Bangkok learnt about black holes, theoretical white holes, dark matter, next-generation telescopes and took Jessie鈥檚 sage advice of avoiding potential 鈥榮paghettification鈥� inside a black hole! But most importantly, Jessie reminded the children to 鈥渟tay curious and always ask questions鈥�.

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Under the umbrella research topic 鈥榙ialogues between nature and technology鈥�, our Year 3 children at our Bangkok International primary school embarked on their project learning journey last year, which led them to become robotic designers and engineers. The children were first invited to explore how technology can help us engage with nature 鈥� using digital cameras and stereoscopes to explore the natural world around them 鈥� and they began to ask questions and exchange ideas about how we define nature and technology and their relationship:

鈥楴ature is wonderful and we can learn from it!鈥�

鈥業f nature could communicate with humans, what would it say?鈥�

鈥楬ow can technology help nature?鈥�

Amidst these conversations, one of the children鈥檚 ideas continued to resurface about the human brain as a form of technology:

鈥楤rains don鈥檛 just store ideas, they control our eyes like strings all over the body. It starts from your brain and then through your bones and through the skin. Well, isn鈥檛 that technology?鈥�

This sparked much debate as the children began to develop their hypotheses about the attributes and capabilities of a robotic brain and human brain:

鈥榖rains have veins responsible for sending messages through the body, while computers have wires and circuits sending commands to a printer, a speaker or a projector.鈥�

Developing Robotic Designs

Building on their interest in robotic brains, the children began to develop their own robotic designs through both visual representations and building of 3D lego models. From amongst all the blueprints, the class were inspired to harness technology to help nature; they chose the prototype of a robot dog 鈥楻oz鈥� to detect and measure the air quality index (AQI). The children were divided into two roles, designers and engineers. Using lego robotics, the children transformed their 2D project learning designs into concrete examples, with six renditions of 鈥楻oz鈥� the robot dog put to the test. The children grappled with the concepts of stability, symmetry, strength, and circuits.

Our young engineers were tasked with mapping out the robot鈥檚 pathway to assess AQI both indoors and outdoors using a bridge. One group of children was responsible for designing the bridge, considering structure and force, and another group of children was responsible for the bridge construction, experimenting with different materials to build platforms and dealing with calculations of dimensions.

Throughout this process, 鈥楻oz鈥� was refined further: the children designed and built a carrier for the robot to transport the AQI monitor and battery pack and the robot builders and bridge engineers collaborated to calculate the number of wheel rotations required to traverse the bridge. Drawing on their coding skills, the children worked together using EV3 to code the robot鈥檚 movements. Roz the robot was in action: with the installation of an AQI monitor, the children could now get a customized reading of the quality of air inside and outside the classroom!

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