From Exploration to Conviction: Heading Towards My Own Wilderness | OSSD Integrated Course

At the International Academy, we have always believed that the significance of further education lies not in replicating a standardized "path success," but in accompanying every student to gradually discover their own passion.

Three years ago, Lu Xiaofan was a student in the junior high department of Xiangcheng Middle School. Entering the International Academy with a hint of uncertainty about the future, she followed the general trend and chose the "business" track. Three years later, she holds admission offers from multiple overseas including Monash University, yet she has ultimately made the firm decision to major in Hotel Management at Taylor's University in Malaysia.

During these more than 1,000 nights, Lu did not experience the single evaluation of "one exam determines a lifetime." Instead, through the process-based assessment of the OSSD, she continuously tried, adjusted, and, gradually gaining a clear view of her interests and direction.

Today, please follow the Academy's official account to explore this growth journey of "self-discovery and choosing a direction from the dual perspectives of teachers and students.

Xiaofan's Monologue

Seeing oneself amidst confusion and exploration

01

Acknowledging confusion is the beginning of awakening

When first entered the OSSD program, my future was like a thick fog.

Which country to go to? What major to study? I couldn't answer these questions at all the time.

Seeing my classmates ticking "business" on their preference forms, I followed the crowd and made the same decision.

But when asked "why choose business," I could give a clear reason. That state of lacking certainty and being pushed forward by a herd mentality always left me feeling uneasy.

Gradually, I began to realize: a choice lacking selfawareness is essentially a form of escape.

02

Allowing trial and error, exploring inward

Fortunately, the OSSD process-based assessment (70% coursework   3% exam) caught me in my confusion. It does not determine the outcome based on a single exam, nor can it be compensated for by last-minute cramming. Instead, it allowed me to gradually piece together a more authentic version of myself through repeated classroom projects, presentations, and practices.

In the GLS1O Learning Strategies course in Grade 10, Mr systematically guided us through learning elements such as attention, memory, and emotional management. I began to realize that learning is not just about "memorizing knowledge points," but more importantly, how organize scattered information into a structured knowledge system. From initially not knowing where to start with complex tasks, to learning how to use Gantt charts for planning and breaking down goals, I found my rhythm.

It was also during this process that I clearly felt for the first time that I actually enjoy the process and sense of achievement of "sorting out chaos and making things."

Beyond just rational logic, OSSD classes have also helped me gradually build the ability to perceive the world and express myself. In the ENG3U English course we read classics such as *Indian Horse*; the resilience and sensitivity shown by the protagonist Saul amidst trauma deeply moved me.

Continuous reading and writing training have taught me to express my with clearer logic, and unconsciously, laid a solid foundation for writing my subsequent application essays.

In the Grade 12 BOH4M Business Leadership course, the challenges escalated further. We needed to independently plan a summer camp for teenagers. From initial concept to gradual implementation, through repeated plan simulations with my teacher, my plan was no longer just scattered ideas, but gradually evolved into a complete proposal with an actionable path, data support, specific solutions.

It was also through the repeated refinement and presentation of the project that my originally vague self-perception began to take on a clear outline.

03

Stepping the classroom, piecing together the "self" through diverse experiences

The OSSD curriculum did not confine me to a single sea of exam questions. The International School provided abundant social practice, giving me the chance to constantly touch my own boundaries in the real world.

We visited Fengmenglong Village to experience the rustic charm of rubbing during a spring study tour; at the SAPA Animal Protection Center, we cleaned and tid the kennels for stray cats and dogs, understanding the responsibility toward life through action; during a social practice in Kunshan, I conducted research on the digital transformation of the Opera and Plays Museum. By comparing social media data from different platforms (such as Xiaohongshu having a smaller follower base and limited interaction, while a single Douyin video received over 6,00 likes), I attempted to propose more targeted communication strategies, including strengthening the presentation of cultural and creative content and integrating internet trends for dissemination.

These experiences seemed scattered, yet they subtly reshaped my understanding of the world and gradually helped me find the expression that truly suits me—photography.

I use lens to record the struggles at sports meets, as well as the dawn and sunset on campus. When my photographs were selected as covers for the school's official WeChat account and used in materials, I truly felt for the first time that by creating beautiful things, I could also serve the community and realize my self-worth.

04

Encountering "Passion":

The Lighthouse in the Wilderness of Business

What truly connected these clues together were the repeated information sessions exchanges with overseas universities.

When admissions officers from universities such as the University of Toronto, the University of Leeds, and Monash University visited, our college counselors and homeroom teachers encouraged to ask questions proactively and gain a deep understanding of different majors. It was through these exchanges that I first truly reflected on the meaning behind a "major."

During an exchange with admissions officer from the École Hôtelière de Lausanne (EHL) in Switzerland, one sentence left a deep impression on me: "This major is essentially about learning how to create experiences make people feel comfortable and valued."

At that moment, I suddenly felt a strong resonance.

I recall the meticulousness and patience I had when caring for small animals at SAPA, and the constant search for moments that touch the soul in my photographythese seemingly different experiences actually point to the same core: the understanding and creation of "experiences."

I gradually realized that hotel management requires not only business logic and operational capabilities, but also sense and attention to detail, and above all, sensitivity and understanding of human feelings. This direction happens to align perfectly with the abilities and interests I have gradually developed

It was precisely during this process that I realized: it wasn't that business studies didn't suit me, but rather I had finally found a more suitable specialization within the field.

Subsequently, I further explored the curriculum at Taylor's University and discovered that its course system covers core content such as and beverage operations and service management, while providing practical opportunities in real-world scenarios. This gave me a clearer understanding of my future learning path.

With a solid basis for my, I felt more grounded and determined. I no longer blindly followed others or drifted with the crowd.

Finally, I would like to say to the younger students who are still: please cherish every classroom assignment, project practice, and opportunity to express yourself in OSSD. Because these will ultimately become the most solid foundation when you make choices for yourself!

Xiaofan story is a microcosm of "searching." In the more inclusive learning environment of OSSD, she gradually found a clear direction for her future through continuous trial and adjustment. Behind this change, continuous guidance and support of her teachers were also indispensable.

Next, let's approach another side of this growth and listen to the sharing of her mentor and business teacher, Mr. Qin.

. Qin's Narration: Supporting Passion with Rigor and Warmth

As the teacher in charge of the Social Sciences track (Business and Economics) at the International College, and Xiaofan's mentor, I have always believed: education is about seeing the person first, so that we can better nurture them.

01

What encouragement means is laying the at her feet

In my eyes, Xiaofan's change is the combined effect of "rigor and warmth." As a mentor, I pay attention not only to her academic but also to her physical condition, psychological feelings, and interpersonal relationships.

Xiaofan is a student with strong empathy, and because of this, she once came to me seeking help with the sensitivity and confusion typical of adolescence during her growth. At that time, I did not rush to give answers, but instead combined the emotional management methods from the learning strategy course to help her through her feelings bit by bit, learning to establish clearer interpersonal boundaries.

When she began to embrace her sensitivity and transform it into an ability to understand others, I realized that this was exactly a quality for her future professional direction.

02

True passion requires hard skills to support it

If the mentor's companionship is the "warmth," then classroom training is the "."

In the Grade 12 Business Leadership course, Xiaofan chose a challenging topic—conducting a systematic study centered on the McDonald's labor dispute case. Faced with a amount of English materials and complex legal and business logic, she needed to organize incentive mechanisms, analyze employee rights, and judge corporate management from an objective perspective.

Seeing her messages sent in early hours of the morning due to losing control of the pace, I knew she had reached a bottleneck. The next day, I immediately took her for a long walk around the playground. didn't talk about academics, but instead chatted wildly about ideals, women's rights, and life.

Once her emotions settled, I pulled her back to her desk, opened-mind, and guided her to precisely break down this seemingly insurmountable task into three small steps that could be executed that day. At every subsequent milestone, we reviewed the progress together looked for loopholes.

Through repeated reviews and adjustments, she gradually built a clearer logical framework. From initial intuitive judgments to being able to analyze problems in a structured way, she completed the transformation fromfeeling" to "expressing."

When that logically rigorous and deeply insightful report was handed to me, I knew she had truly achieved the "externalization of the thinking process."

03

Message: Go to the wilderness, where flowers bloom

Over these three years, she has successfully tempered her implicit intuition into explicit professional ability. Now, among multiple university admissions she has chosen a direction that better aligns with her interests and characteristics—Hotel Management at Taylor's University.

Xiaofan, go embrace your passion! Go explore the wider world Use your rationality and warmth to understand others, and to create more valuable experiences.

And Teacher Qin will continue to stay at the International School, being a down-to- teacher and a stargazer, lighting the way forward for you and for more OSSD students!

In the OSSD program of Suzhou Xiangcheng International Academy, we reject "mass-produced" standard answers.

We hope to help students understand themselves through trial error by continuously accumulating formative assessments, project-based learning, and social practices;

We also hope to ensure they do not lose their way at critical junctures through the companionship and of a mentorship system.

Every child has their own blooming season; as long as they are given enough soil, water, and sunlight, they will eventually find their own wilderness and bloom!