学生主导会议（SLC）作为世外小学国际部学期阶段报告的创新形式，正以独特的温度搭建起家长、学生与教师之间紧密合作的桥梁。区别于传统家长会的单向传递，SLC 彻底将舞台交给学生，让他们在家长的注视与陪伴下，成为分享学习成果、诉说成长感悟的绝对主角——这不仅让学习评估更具过程性与全面性，更在双向互动中，让沟通能力、自我管理能力成为学生成长路上的重要收获。
在 SLC 中，学生在教师的悉心指导下，肩负起引领者的角色，带领家长穿梭于教室的知识角落，细致讲解每门学科的学习历程，自豪展示精心准备的作业作品。家长则化身为积极的参与者与支持者，深度融入孩子的学习之旅，通过提问、反馈与鼓励，与孩子共同探讨学习成效，为未来的学业规划锚定方向。
三年级的学生正拉着妈妈的手站在教室的艺术角，“妈妈，这个是我们‘艺术’单元的作业，我们学习了泥塑，这是我创作出的作品。”她边说边翻开设计草图，上面密密麻麻标注着修改笔记，妈妈俯身认真倾听，不时点头拍照，眼中满是欣慰。
此次SLC涵盖 UOI 探究课程、数学、英语、体育、信息科技、艺术等丰富多元的融合部课程体系。各学科学习资料有序收纳于学生文件夹，学生们有条不紊地进行演讲展示，将知识的深度与应用的广度一一呈现。会前精心筹备，会上自信表达，学生们的条理性与自信心展露无遗，而那洋溢在脸上的自豪笑容，更是学
习热情与成就感的生动写照。
“这种形式真的特别好！”会议结束时，不少家长纷纷向老师反馈，”通过孩子一页一页分享worksheets, 我们很直观地了解她这学期是如何学习关于school procedures和communication这两个主题的UOI课程，以及在数学和语文等学科中学到的知识要点。课程的任务设计非常适合这个年龄段的孩子，培养了孩子对于学习的兴趣，寓教于乐。体育课的跑步和跳远成绩也让家长可以在业余时间帮助小朋友加强锻炼，争取早日达成她自己立下的小目标。”
SLC，不仅是学术成就的展示台，更是自主学习与有效沟通能力的孵化场。当孩子们带着自豪的笑容讲述自己的成长，当家长们以欣赏的目光见证孩子的蜕变，这座由学生主导搭建的家校沟通桥梁，正为每一个孩子的成长注入源源不断的动力，让教育的温度在双向奔赴中愈发浓厚。
撰文：孙菁华
摄影：各班班主任
Building Bridges of Communication, Celebrating Student Growth: Student-Led Conferences at WFLPS International Division
This semester, the International Division of Shanghai World Foreign Language Primary School opened its doors to families for another round of Student-Led Conferences (SLCs)—a distinctive practice that empowers students to take ownership of their learning and share their stories with confidence. Unlike traditional parent–teacher meetings, SLCs shift the spotlight to the children, empowering them to share what they have learned, reflect on their progress, and take pride in their growth.
From the moment families stepped into the classrooms, the tone was set: this was their child’s stage. Students confidently guided their parents through different learning spaces, explaining the inquiry journeys, skills, and understandings they had developed across subjects. With thoughtful preparation and gentle teacher guidance, each child took on the role of presenter, storyteller, and reflective learner.
One scene in a Grade 3 classroom captured the spirit of the day. A student led her mother to the art corner and opened her sketchbook. “We learned clay modeling in this unit,” she explained, proudly pointing to her sculpture and the pages filled with design notes and revisions. Her mother leaned closer, listening attentively, taking photos, and smiling with unmistakable pride. It was a simple moment, yet it reflected everything SLCs stand for—confidence, ownership, and joyful learning.
Across the school, students presented a wide range of work from Units of Inquiry (UOI), Mathematics, English, Physical Education, Information Technology, and Art. Their folders, thoughtfully organized and curated, offered a clear window into their progress. But what stood out even more was their ability to articulate understanding—how they solved problems, what they found challenging, and how they grew. Their poise, clarity, and self-assurance spoke volumes.
Parents appreciated the experience deeply.
“This format is wonderful,” many shared. “By hearing our child explain each worksheet and project, we gained a much clearer picture of what she learned this semester—especially in the UOI themes School Procedures and Communication. The activities are engaging and well-suited to her age, and it’s evident how much she enjoys learning. Even the PE results give us something we can work on together at home to help her reach the goals she has set for herself.”
SLCs are more than an opportunity to showcase academic work—they nurture agency, reflection, communication, and confidence. When children proudly share their achievements and parents witness their development firsthand, the partnership between home and school grows stronger. These moments of connection remind us of why we teach, why we learn, and why student voice matters.
Through SLCs, we see not only what students know, but who they are becoming. And that is the true heart of education.
撰文：孙菁华
Script：Sophia
英文：Vanessa Pfoehler
English：Vanessa Pfoehler
图片：各班班主任
Photos：Homeroom Teachers
审稿：孙菁华、杨华
Proof-read：Sophia&Young
