2024年力求改變的項目：更多新想法，更多新方案！

建立海嘯預警系統、為白血病患兒的母親募款、幫助小學畢業生向初中學習生活過渡、在打工子弟學校教授英文……7至9年級學生將他們對氣候變化、性別平等、教育公平、社會可持續發展等現實問題的觀察和思考落實到本學年的數十個PFC項目當中：

8年級的王瀟儀、郭笑晴、許曦元、李嘉琦關注女性的困境。在北京Happy School里，她們看到白血病患兒媽媽的生活處境艱難，就決定幫助她們售賣自制的手工藝品，籌集善款分擔孩子的治療費用。

幾位學生在啟明星幼兒園、團結日和地球日3次組織義賣，向大家講述這些母親的故事，得到了大家真誠的支持，籌集到很多善款，幾乎成為年度數額最大的學生籌款項目。

鄒宇霆和陳泊序也來自8年級，關注教育公平問題。他們的目光落在打工子弟學校安民學校。他們希望以學生喜歡的方式教授安民學校學生英文，帶領他們做更多的體育鍛煉。

鄒宇霆和陳泊序多次前往安民學校，把英文和籃球運動融合在一起。“我們帶著大家練習投籃，沒投中的學生就要來找我學英文單詞。我們還組織籃球賽，背單詞最多的學生可以優先挑選隊員組隊。”他們說，“項目結束時，大部分同學都能記住我們教給他們的單詞，我們認為既定的目的達到了。”

“今年PFC的獨特之處在于，我們能夠看到，學生以自己的熱情提出各種極具創意和原創性的想法。這種主人翁意識對于培養內在動力和促進終身學習非常重要！”社會創新副總監李恬美評價。

在PFC項目中，學生們探索自己真正關心的問題，并培養同理心、協作能力、抗壓能力、創造力和毅力等社會創新者需要具備的品質。學生們也學習到進行訪談、設計調查問卷、提出有效問題，利用反饋來完善和改進想法的方法。我們的PFC導師引導學生系統性地深入思考如何為周圍世界提供有意義的問題解決方案。通過這些學習，學生們認識到，與解決表面現象相比，消除問題的根源能產生更大的影響。于是，學生們運用不同的工具和技術，挖掘問題的根源，提出更有影響力的解決方案。”

——小學英文教學指導兼社會創新項目課程協調員Rebecca Fezekas

談到親身觀察到的學生的進步，PFC導師Bita老師說：“學生們因為關注同樣的問題、而不是彼此是朋友聚在一起，所以他們要學習團隊合作，都有領導力的鍛煉。這些學生對解決現實問題的貢獻不一定很大，但是課程給了他們反思現實問題的機會，讓他們相信自己有能力改變世界，但就是PFC課程的意義！”

Establishing a tsunami warning system, fundraising for mothers of children with leukemia, assisting elementary school graduates in transitioning to middle school life, teaching English at schools for the children of migrant workers– the list goes on and on. Through the Projects for Change (PFC) this academic year, 7th to 9th-grade students have implemented their observations and reflections on real issues such as climate change, gender equality, education equity, and social sustainability into dozens of projects for PFC.

In 8th grade, Aurora Wang, Gwyneth Qian, Tia Xu, and Doris Li focus on the plight of women. At the Happy School in Beijing, they witnessed the difficult living conditions of these mothers and decided to help them sell their homemade handicrafts to raise funds to cover their children's treatment costs.

These outstanding students organized three charity sales at Daystar Early Learning Center, Unity Day, and Earth Day. They shared the stories of the mothers and received sincere support from everyone, making it one of the largest student fundraising projects of the year.

Daniel Zou and Tim Chen, also in 8th grade, focused on the issue of education equity at Anmin School for children of migrant workers. They aimed to teach English to the students in a way they enjoy and engage them in more physical activities.

Daniel and Tim visited Anmin School multiple times, integrating English lessons with basketball activities. "We practice shooting together, and students who miss have to come to me to learn English words. We also organize basketball games where the student who memorizes the most words can choose teammates first," they said. "By the end of the project, most students have learned the words we planned for them, and we believe our goal has been achieved."

"What was unique this year is that we were able to see a wide range of highly creative and original ideas emerge from the students’ own passions. This sense of ownership is really important in cultivating intrinsic motivation and fostering lifelong learning." commented Temily Tavangar, Deputy Director of Social Innovation.

Through this course,students were given time to explore issues they truly care about and develop the qualities of a social innovator including empathy, collaboration, resilience, creativity, and perseverance. The students also learned important skills such as how to conduct interviews, create surveys, generate effective research questions, and use feedback to refine and improve ideas. Our PFC facilitators guided students think systemically and deeply about how they can contribute meaningful solutions to the world around themthrough lessons on impact and root cause analysis. Through this learning, students developed the understanding that solutions are most impactful when they address the root cause of an issue rather than just the symptoms.They then used different tools and techniques to uncover the underlying cause of an issue to propose more impactful solutions. "

——Rebecca Fezekas,

Elementary School ELA Instructional Coach/

Social Innovation Curriculum Coordinator

Speaking about the progress she observed in her students, PFC mentor Ms. Bita said, "Because students come together not as only friends but as peers focusing on the same issue, they have to learn teamwork and exercise leadership. These students may not make significant contributions to solving systemic real-world problems, but the course gives them an opportunity to reflect on real issues, and believe in their ability to change the world. That is the significance of the PFC curriculum!"