Stamford takes great pride in nurturing students鈥� passion for STEMinn (Science, Technology, Engineering, Mathematics, and innovation).听

Two exceptional Grade 10 students, Beny and Cedric, have demonstrated their dedication in this field and achieved remarkable success through their innovative projects. Along with two other teammates, they emerged as Champions of the PolyU Engineering Project Competition 2023 in the EMG-driven Robotic Arm category. Additionally, Beny and Cedric received the prestigious MTR Outstanding Award at the CAFEA Young Talent City Forum for their essay about their innovative ideas.听

 

The Story Behind Their Projects: Collaboration, Innovation, and Empowering Lives

This summer, Beny and Cedric entered the PolyU Engineering Project Competition 2023 – EMG-driven Robotic Arm Category. They developed a robotic arm controlled by electromyography (EMG) signals to enhance the lives of individuals with physical disabilities. Beny explained, “EMG is all about capturing the electrical activities produced by the muscles and finding the average of the muscle signals in an ideal situation and when compressed. We wanted to give physically challenged individuals a tool that allows them to regain some control and independence.”听

While in the CAFEA Young Talent City Forum, Cedric shared the story behind their ideas, “We aim to use an interactive app and games that are designed around improving cognition and mental capacity, to prevent and ease the effects of cognitive disabilities and aging.”

Collaboration played a pivotal role in the success of their project. Cedric expressed his enthusiasm to work as a team. “It was a fun experience because we bonded together and became friends. We identified each person’s strongest traits and planned our workload accordingly.”听

In addition to collaboration, several other key factors contributed to their success. They embraced an innovative mindset, embraced an innovative mindset to address a social issue. Beny explained, “We wanted to offer a unique design that would significantly impact and address a critical need in society.”听 Their EMG-driven Robotic Arm, inspired by Iron Man, not only showcased their creativity but also provided enhanced functionality compared to conventional designs.听

The Passion and Inspiration of STEMinn

About Cedric听

Cedric’s passion for STEMinn began at a young age, fueling his curiosity for technology, artificial intelligence, and cognitive development. When discussing his favorite aspect of STEMinn, Cedric’s deep fascination with AI becomes evident. The boundless potential and creative features of AI irresistibly captivate Cedric’s imagination, compelling him to delve even deeper into this transformative field. Regarding the research and design process, Cedric most enjoys the design phase. He enthusiastically shares, “I find the design process incredibly fulfilling and interactive. It brings me one step closer to a final product or prototype. I’m constantly amazed by the innovative and creative features of technology, whether it’s thermal imaging, the mechanics of a Cannon, or the programming and complex functions of Artificial Intelligence.”听

About Beny

Beny’s adventure into the captivating world of STEMinn began when he stepped foot into Stamford. He shares, “I’ve always been fascinated by how things work and the endless possibilities that science, technology, and engineering hold. It’s like an irresistible puzzle that I can’t resist solving.” For Beny, the essence of STEMinn lies in innovation, 鈥淚 firmly believe that the ability to think outside the box and generate unique solutions is a crucial skill, not only in academia but every aspect of life. I enjoy the design phase as it offers boundless creativity and freedom, allowing me to explore uncharted territories without limitations before diving into research.” Beny finds motivation in individuals such as Elon Musk and trailblazers like Carl Pei and Steve Jobs, who embody the power of visionary thinking and an unwavering pursuit of excellence. However, Beny’s greatest source of inspiration is his father.

Celebrating Success and Fostering Future Innovations in STEMinn

The recognition and awards received by Beny and Cedric for their project brought them immense pride and happiness. 鈥淲inning two awards made me feel extremely proud of myself and our whole team, ” Cedric expressed.听 With their sights set on the future, Beny and Cedric are eager to continue their journey in STEMinn. When asked about their Stamford G10 Sophomore project, both Beny and Cedric expressed their strong interest in pursuing projects related to STEMinn. Beny confidently affirmed, “My G10 Sophomore project will definitely be related to it.”

Stamford provides a transformative STEMinn education that empowers students to make meaningful contributions to the world. Through comprehensive guidance and vast opportunities, the school nurtures a new generation of teens who, just like Beny and Cedric, shine with unwavering curiosity, boundless creativity, and relentless pursuit of innovation. This is the generation that is set to make a positive impact in the world.听

 

Click here to learn more about Stamford STEMinn Program and visit our wonderful campus. Register Now!

What is it Like to Transfer to Stamford from a Local School?

Hear from 鈥淪pirit of Stamford Scholarship鈥� recipient Alfred, Grade 9

听

1. It’s been half a year since you started your learning journey at Stamford. What are your best memories here with us?听

My time here has been magnificent. I remember on my first day when I walked into my classroom, I felt anxious about the new environment, as everything here was new to me. I was lucky to have a group of helpful teachers and classmates willing to answer any of my questions. Some of my classmates even acted as tour guides to the facility on the first day! I was genuinely touched by their kind deeds, and thanks to them, it did not take me long to integrate into the community. Moreover, I had lots of chances to make friends with different ethnicities. My horizons were broadened because I could learn more about different cultures. I could only enjoy these experiences after studying here.

听

2. 听 听 What was the biggest challenge these past months? How did you solve it? How did the school provide support?听

Due to the pandemic, I could not exercise outdoors, which was the biggest challenge I had. I had to force myself to move at home, but most times, I failed and ended up sitting in front of screens. Luckily, the school noticed this common phenomenon among students, and there have been activities encouraging us to do CrossFit and cardio exercises.

听

3. 听 听 What do you think about Stamford’s curriculum? How does it differ from your previous school?听

I have been a student following the DSE curriculum since primary school. After studying here for half a year, I believe Stamford’s curriculum and the entire IB system encourage students to think critically and challenge assumptions through discussions with peers. It also inspires me to excel not only in my studies but also in my personal growth. As IB does not focus on memorizing as much compared to DSE, I now have more time to pursue my interests and hobbies outside of school.

听

4. 听 听 How is online learning going? And how did the school support your online learning?听

Online learning is tiring, as we have to sit in front of screens for hours. As this slowly becomes the new normal, sometimes I forget to stand up and move around even when there are no lessons. Luckily, the teachers know this problem, and many of them have set up short stretching sessions before their classes begin. These sessions encourage me to exercise more and keep healthy.

听

5. 听 听 What do you want to achieve in the coming few years at Stamford? And how are you going to work for this?听

I aim for a GPA of around 4.2 in the coming few years. I will work harder on my studies and, at the same time, explore and develop other interests outside school.

听

6. 听 What is your favorite subject in school? Why?听

My favorite subject is unquestionably science, as it provides logic and sense to what might otherwise seem chaotic and impossible. Also, the school’s science curriculum encourages students to compose research and experiments on every topic covered, other than just looking at presentations in the classroom.

听

7. 听 Do you have a favorite teacher? Why

All of my teachers are caring and unique in their own ways. Still, I especially appreciate my humanities teacher since he respects our opinions and could always lighten the mood during class. His lessons are never boring, and most importantly, he is willing to spend time explaining anything unclear to students after class.

听

8. 听 What do you like about Stamford the most?听

The teachers in Stamford encourage every student to express themselves no matter when. The way we all feel is equally important in the class, which I like the most about the Stamford community.

听

9. 听 What is the most significant change to your life after joining the Stamford family?听

Back when I was in local schools, I had to attend several activities and meetings after school every week, so I arrived home at 6 pm or 7 pm almost every day, then there was still loads of homework waiting! Now that I am in Stamford, I can finish homework before dinner, so there is great flexibility for my leisure time, and I feel way less stressed.

听

10. What is your dream after graduation? How will Stamford help you to achieve it?

Despite having a deep interest in various subjects, such as math and science, I am unsure what to study at university. Luckily, Stamford has a strong team of career planning experts, and I am confident that they will aid me in finding my place in society.

Moving from Local to International School

When considering education options for their children, many local families weigh up the benefits between a local school and an international curriculum school. This decision can be daunting, and one that warrants careful consideration with both its financial and cultural implications. 福利一区福利二区 welcomes families from all cultural backgrounds who value global citizenship and an international mindset. The Chiang family enrolled their son Dominic at Stamford three years ago when it first opened in Hong Kong, and have been delighted with their choice.

A Different Approach

Some parents feel the local school system can be too rigid and structured. The fast pace and one-size-fits-all approach that focuses on textbook instruction do not suit all learning styles. The emphasis on exams and the heavy homework load can place unnecessary pressure on children, leaving little time for pursuing extra-curricular interests.

Dominic shared, “My previous school was a local school, and back then, I had a lot of assignments and exams. At times I couldn’t keep up with all of the school work. By the time I understood the topic, we had already moved on to a new one. I barely had any time to rest.”

“This learning style did not suit my son. I wanted him to learn in a relatively relaxed way and to enjoy learning, instead of being loaded with homework and exams.” Mr. Chiang added.

Why Stamford?

Many parents have aspirations for their children to study at universities around the world. An international curriculum can help prepare students for success, with both the approaches to learning and English language skills.

“Rather than sending my son abroad at a young age, we now spend more time together as a family, with the confidence that he is preparing for future international studies and practicing in an English language environment,” Mr. Chiang said.

Coupled with rigorous US-based standards, Stamford’s inquiry-based approach to learning focuses on real-world issues to strengthen skills such as problem-solving, critical thinking and creativity. All students’ achieve personal growth at their level through a differentiated and personalized approach to learning.

“The teaching method at Stamford is different,” shared Mr. Chiang. “Soon after Dominic started school at Stamford, I realized he didn’t have a lot of homework, but he was doing even better than before. I always believed that Dominic could learn better in a more relaxed way, and I was right. I think that the local schools are making students memorize as much content as possible within a limited time. This is not effective.”

“Most importantly, I no longer need to worry about his studies anymore because he has developed the skills to be self-disciplined. He gets good comments on his report card and I am confident that he is doing well at school.”

Stamford’s fresh and innovative approach to learning attracted the family. Mr. Chiang shares, “There are a lot of international schools in Hong Kong and many have been established for a long time. Stamford was a completely new school, first established in Singapore where it earned a good reputation. Everything was new, the teachers, students and the completely renovated facilities. I wanted my son to learn in this kind of dynamic environment.”

Dominic echoed his father’s view, “Stamford is very different from my previous school. The teachers really care about whether you are learning. Sometimes we have mini-tests, but now that I understand the assignments, I can do well on the tests.”

“At Stamford, we learn in a fun way! Our teachers and classmates are really nice. We have a lot of programs to choose from and have access to the latest technology and devices for each student, which is good.”

Adapting to the Culture

A new approach to learning can be scary for students and their families. Stamford’s strong emphasis on a culture of care helps with the transition. All students are assigned a buddy to help them find their way during their first days, and both counselors and teachers maintain contact to ensure that each child has a smooth start.听

“It took me a few days to understand where to go and what to do, and to adapt to the culture, but my first day was amazing. My teachers and classmates were very supportive and still are.” Dominic shared.

Learning for the Future

When asked about Dominic’s future aspirations, Mr. Chiang shared, “I think Dominic is talented in math and science, so in the future, I believe he will develop towards this direction.”

With three graduating pathways, Stamford provides students with the flexibility to suit their aspirations and entrance to universities worldwide. An on-site University Guidance Counselor gives students such as Dominic support to ensure there are no limits to what their future holds.

Want to learn more?

You can learn more about what our parents think on where we are ranked #1 in the Best Schools in Hong Kong, #1 Best American School in Hong Kong and #1 Best IB Schools in Hong Kong.

(Dominic鈥檚 Grade 5 graduation in 2018.)

Learn from Expert Faculty About the Stamford Arts Program

Gone are the days when rote learning was the norm. Nowadays schools create meaningful learning experiences connected to subject areas, with the goal to challenge students into developing transdisciplinary skills and empowering them to find their own voice. The arts hold one key to unlocking a truly holistic education.

Our Head of Arts, Ms. Tina Batchelder-Schwab shares insights on how the arts education has grown and adapted in the past decades, and how Stamford鈥檚 arts program is designed to support the growth of our community.

Q: How did your international teaching experience shape your philosophy as an Arts educator?

I began my career in the public school system in New York, and upon completing my Masters Degree in Music Education, we decided to move our family to my husband鈥檚 hometown of Fribourg, Switzerland. I started working at the International School of Berne with 48 nationalities in our student body and 11 teachers in our faculty. It was truly an international experience! I spent six years teaching music to the entire school and this is where my own children began their education. This was also the beginning of my 20 years of IB teaching experience.

My international teaching experience has shown me that when designing the instructional approach of an arts program, we should consider factors such as the student population, the culture of the community in which a school exists, and the broader culture in which that community exists. What is the level of formal arts education our students have experienced? How well do our students master the language of instruction? What is the value of the arts within society? These are all challenging factors for an arts program.

Q: What makes the Stamford鈥檚 Arts program unique?

When our school began in 2017, we were aware that many of our students did not have a formal arts education prior to attending our school, this could be an exciting and sometimes daunting environment for some of them. Finding a voice and making mistakes were real challenges that we faced together. English language learning was also a priority for many students, and the arts played a role in this.

Our faculty and staff provided support, encouragement as role models for our students, performing beside them in productions and on stage and attending their art shows and ensemble concerts to cheer them on. Progress and increased confidence came quickly and constantly throughout the first two and a half years!

We are also very fortunate to have arts teachers who are gifted artists in their personal lives and serve as role models for our students. I have been an opera singer for thirty years and graduated with a dual degree in Musical Education and Opera performance. I find singing very therapeutic and for me, it works similarly to how meditation or running might work for someone else. I also really love to perform in musicals including 鈥淭he Sound of Music鈥�, 鈥淪weeney Todd鈥�, 鈥淔ootloose鈥� and 鈥淭he Drowsy Chaperone鈥�. As one of my students recently said about rap music, if someone took away opera and I could never sing it or hear it again, it would feel like I lost a part of myself.

 

 

Q: As the Head of Arts, what鈥檚 your aspiration for the arts program at Stamford?

We are excited to continue to develop Stamford鈥檚 arts program on the solid foundation that we have developed. Not only will the IB Diploma Program afford our higher level artists and musicians many possibilities, we also look forward to our increasingly sophisticated instrumental ensemble program, exhibition and performance opportunities in the local community and partnership with guest artists through presentation and mentoring.

鈥淭eaching is challenging and it requires a plethora of resilience, patience and adaptability. Nikos Kazantzakis said, 鈥楾rue teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.鈥櫶� Yes, in the inquiring world of learning we lead, encourage, inspire, provide and then get out of the way and watch the magic happen.鈥� – Ms. Tina Batchelder-Schwab

Building on the successful Global Mentor Program where students work with inspiring individuals, Stamford is launching its “Cornerstones” project for students in Grades 9 and 10. The project provides students with invaluable opportunities to collaborate with world-renowned organizations and get hands-on in their work, while exploring career-related interests alongside accomplished professionals in their fields.

Every student will choose to work with Oxfam, the SCMP, Hong Kong Art School (a division of the Hong Kong Arts Centre), or the esteemed MIT Innovation Node. The opportunities address four key areas of interest and will allow students to immerse themselves in the arts, media, or innovation for social justice. Each year students will have the opportunity to work with two partner organizations (by semester) and gain firsthand experience while achieving course credit at Stamford. Built into their timetable each week, students will work under the guidance of a Stamford specialist teacher and the partner organization to learn and apply key skills in their chosen field. Each semester the program will result in a culminating project or exhibition where students can showcase their learning.

“Giving our students experience working with experts in their fields, we know, will be inspiring and also equip them with additional skills outside the classroom,鈥� Stamford鈥檚 Academic Coordinator Michael Galligan remarks. 鈥淭he Cornerstones project will allow them to venture beyond their comfort zone of the school and connect passions with real-life experience in the field. This could be a life-changing experience for many, and will be very helpful in preparing them for the final years of high school as well as their careers ahead.”

The Cornerstones project is just another example of how Stamford prepares students for the International Baccalaureate Diploma Programme (IBDP) and top universities beyond the curriculum. “Universities are not just looking for academically strong students, but those who stand out with broad and balanced life experiences and talents. Cornerstones will help students build their portfolio of work, which, in addition to our diploma options, will make them memorable candidates for university admissions officers worldwide,” Christina Meherg, Stamford鈥檚 University Guidance Counselor, adds.

As the program is part of the core curriculum at Stamford, all high school students benefit from this unique experience. Parents aren’t required to pay additional fees, making this exciting new addition to the Stamford high school program a benefit for all involved.

Stamford x Hong Kong Art School: Focus on Visual Art

Do you have a passion for the arts? Let your imagination run wild as you create and showcase your own ceramics and sculpture works under the guidance of the renowned Hong Kong Art School, a division of the Hong Kong Arts Centre. This hands-on short course introduces you to the world of ceramics and sculpture, while you will learn about the properties of materials and practice the skills and techniques required. Once you get a taste of these two timeless art forms, you will then go on to create a masterpiece with the art form of your choice to present in an exciting mini-exhibition.

Find out more about Hong Kong Art School at

Stamford x Oxfam Hong Kong: Focus on Student Leadership

Do you want to change the world? Work with world-famous international NGO, Oxfam, to learn how you can become an active and responsible global citizen and make a difference. You will explore the issues related to global inequality and zoom in on poverty in Hong Kong under the direction of experienced changemakers who will help you develop a solution to a world issue. Be the difference, with this once-in-a-lifetime experience to develop a life-changing solution.

Find out more about Oxfam Hong Kong at

Stamford x MIT Hong Kong Innovation Node: Focus on Innovation and Entrepreneurship

Are you a passionate innovator burning with great ideas for a startup? Got a taste for technology? Then you鈥檒l jump at the chance to work with the iconic tech innovators, MIT. Learn how to take your inventive ideas to the next level at Hong Kong鈥檚 MIT Innovation Node. Learn from these technology experts and entrepreneurs the elements of user design experience, rapid prototyping and how to pitch your idea like a pro. Don鈥檛 wait, innovate and take your STEMinn skills to the next level with a leading tech leader MIT.

Find out more about MIT Innovation Node at

Stamford x South China Morning Post: Focus on Journalism

Got a nose for the news? Want to learn how to hook your readers and keep them wanting more? Learn from the prominent media experts at SCMP what makes a good news story, and how to separate fact from fiction. Whether it is podcast, broadcast or print, you will understand elements of a good news story and how to deliver it. Discover the wide world of media including leveraging social media and the power of photos to change the world. Don鈥檛 read the news, learn how to make the news!

Read South China Morning Post at

Day in the Life of a Secondary Student Online

It is an extraordinary time to be a student. As the school suspension continues until after Spring Break at the earliest, teachers, students, and parents have adapted their daily routines to accommodate home learning activities. 福利一区福利二区, a leader in educational technology, particularly in the innovative STEMinn Program, has risen to the current challenge. Through online learning, the school continues to deliver high-quality teaching and learning under the guidance of experienced specialists.

But what is it like to be a student learning online at home? Krishay, a Grade 7 student at Stamford, shares his experience.

听

My Daily Routine

During the online learning time, I wake up at 7:30 am as my first class starts at 8:00 am. I get all of my schoolwork ready, like my learning materials and computer. I check what activities I have that day, and I write them down, which helps to remind me of what I need to do during the day, and I check it after each class.听

It’s then time to join the class at 8:00 am. At Stamford, we follow our usual school timetable, which is a little different each day – on Monday and Tuesday my first lesson is humanities, on Wednesday I have PE, Thursday, music and on Friday, my first class is English. Instead of moving to different classrooms for my lessons, I am connecting to different Google Meet sessions.

The teacher plans lessons for us, and they share their screen so we can see what is happening. For example, in humanities, we need to take notes as my teacher shares information using Google Slides. It’s just like when they teach us in the classroom, and we are looking at the Promethean Board. For other subjects, like English, my teacher explains the activities and will ask us questions. In math, Ms. Tong makes sure we are all joining in by calling on us to answer questions. We might have a 15-minute discussion in our live lesson, and then we work on the activities. We can leave the call when the activities start, but the teacher will stay online for the whole lesson. If we have any questions, we can connect again with them to ask. We also have activities and videos to do later for homework.听

If I have any questions, I usually email the teachers, or if it is during class time, I type it into the chatbox, and my teachers reply quickly. They also give me feedback in Google Classroom through private comments. They will let me know if I have done the activity well or if I need to make some improvements. I can keep working then.

How I learn听听

Google Meet and Google Classroom are the main applications I use, but sometimes there are others. We had a music activity using GarageBand. We were learning about Jamaican Rhythms and had to remix a song using the application. It was the first time I had used this, and I worked out how to navigate the options and try everything out, which took some time.

The most memorable activity I have done during online learning was in STEMinn. We had to make a glider that would carry an egg across the room without breaking. It was really fun. I used cardboard, tape, and glue for the glider and I made a little compartment for the egg. The challenge was balancing the weight of the egg when it was on the glider. At home, we have been making and testing our gliders, and later we will do the egg challenge. Mr. Benson, my STEMinn teacher, made some videos to show us how to get started and give us some advice. We sent a video of us throwing our glider three times and one of the times had to be successful – thankfully mine was successful two out of three times! We got to watch everyone else’s videos and let them know what they did well and how they might improve their design. My friend’s design was excellent, it balanced and glided well. It is nice to see my classmates in online classes and share with them.

My learning space

I work at my desk in my bedroom but sometimes I sit on my bed to do school work; it just depends on how I am feeling. I like being able to choose whether to sit or lie down; this is something I like about online learning! I always keep the paper plan for my daily activities next to me. I do this every day, so I don’t forget. Sometimes I feel a bit overwhelmed and I find it distracting to work at home. It is distracting that I have my phone close by. I want to check the messages all the time, so I put it outside my room, so I don’t hear it!听

Taking a break

We usually have a snack break from 9:15-9:35 am, and then lunch, from 11:45 – 12:35. I like to talk with my friends on the phone during these times. My Mum is home with me too if I need help or want to chat. I take breaks during the day to get up and walk around or play with my dog before I get back to schoolwork. The other day my dog was beside me while I was working and he just came onto my computer and sat down! I don’t know why he did it, but he was comfortable. I also like to go outside for a walk. After school, when I have finished all of my work, I talk with my friends and play video games online with them.

My experience

When we first started online learning, I didn’t know how to handle all of this. It was all really tough and everyone was confused. These days it’s not confusing any more as we know exactly what to do.

When school goes back, I am looking forward to meeting my friends again. I miss talking to them at school, but it is okay, usually, as I speak with them at break time on the phone. Every weekend I meet up with friends as well. I like interacting more face to face; it’s more fun to talk to people in real life. My teachers are working hard to give us our school work, and I am thankful for that.

Successful First Day of School Online

Think back to a first-day experience – work or home – and the feelings that you experienced walking through the door that first time. For most people, this was a combination of excitement and nervousness. Now, imagine this same experience in a virtual world鈥t certainly sounds like a challenge!

For some students at 福利一区福利二区, their first day at school was an online experience during the school suspension period. As Stamford prides itself on its warm welcome and smooth transition plans for students and their parents, staff and families worked together to ensure that information and support were in place during this extraordinary time.

Ms. C, mother of a new Grade 3 student, shared, “We never expected that our son’s first day of school would not be face-to-face. He felt a little scared of the new experience at first, but once he connected to his first class, he found it so interesting! Now his favorite part of the day is the online live lessons.”

Leading Innovation in Online Learning

Ms. Karrie Dietz, Head of School at Stamford, shared, “Stamford has always been at the forefront with technology, and following the school closure period earlier in the year, we prepared an online learning plan which we have been able to evolve with parent and student feedback.”

“On our son’s first day at Stamford, Senior Admissions Manager, Ms. Zita Suen arranged for us to meet the Homeroom Teacher and IT support team. We collected a school laptop and were shown how to access the materials in Stamford’s online learning portal,” said Ms. H, parent of a Grade 8 student who joined early last month.

Stamford’s online learning for secondary students is prepared just like a regular school day with live check-ins with each teacher as per their timetabled schedule of lessons. Teachers have also prepared videos so that students can follow along with the activities and access the learning from different timeframes. “The video lessons allow students to watch the activity several times, so they understand what to do,” shared a parent.

To further support families as they try to balance both work and study commitments from home, Stamford has offered counseling support and specialist tips. “Our blog articles and videos have been well-received by families looking for ideas. We have also arranged live sessions with our parents to help them support their child during this period,” said Ms. Dietz.

Extending Culture of Care in the Digital Realm

“We have received a lot of support from our son’s teachers,” said Ms. C. Ms. Heagle, a specialist Art Teacher, connected with the family individually during a special live chat to explain the art tasks personally. “I was so surprised that my son can create art, right on the iPad!” Ms. C said happily. “His Homeroom teacher, Ms. Struble, is very fast to reply to our questions and give feedback through Google Classroom and the online class sessions. The school also offers daily check-in with his EAL teacher.”

Ms. C said, “We are lucky that our son joined Stamford and is receiving this level of contact and support from his teachers. It is a busy time for us as parents; however, it is also an opportunity for us to learn about the curriculum and how teaching and learning take place.”

Another parent also shared their feelings, “We were a little hesitant at first, as we didn’t have this technology when we were children; however, our son has settled in very well. The lessons are so engaging. He has particularly enjoyed making videos for his Spanish language class.”

“Our son is looking forward to going to school in person to meet the classmates that he has met in his online lessons,” said Ms. H.

“We are always willing to go above and beyond for quality education for our child. While the timing was not perfect, we are very grateful to Stamford for their support,” the family added.

For more information on our culture of care, and our school program, please contact our Admissions Team.