At Nagoya International School (NIS), the Secondary Summer Program is designed not just to keep students engaged during the break, but to challenge them to think deeply, solve problems creatively, and apply their learning to real-world contexts. While our Primary Summer Program immersed younger learners in history and future-thinking, this year’s program for Grades 5–8 was rooted in our inquiry-based pedagogy and focused on STEAM—science, technology, engineering, arts, and mathematics—through project-based and topic-based learning.
Over two weeks, each grade-level group explored a specific area of STEAM in depth, working toward a culminating project each week. Whether designing machines, experimenting with chemistry, or investigating scientific mysteries, students were guided by our core mission to Inquire, Inspire, and Impact.
Read about our Primary Summer School Program where students focused on STEAM—science, technology, engineering, arts, and mathematics—through project-based and topic-based learning.
Grades 5–6: Designing, Building, and Problem-Solving
For our younger secondary students in Grades 5 and 6, the theme for their summer learning program was Designing, Building, and Problem-Solving. Over the course of two weeks (sessions), students explored two different topics in a highly project-based setting, which placed them directly in the role of engineers and makers.
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| Session 1 Group Photo |
Session 2 Group Photo |
Week (Session) 1: Inquiry into Sound
The week began with a clear challenge: Can you design and build your own musical instrument using only the simple materials provided?
Students experimented with popsicle sticks, paper, straws, and rubber bands to create functioning stringed instruments capable of producing multiple pitches. Along the way, they explored how vibrations create sound, how pitch changes with tension and material type, and why resource planning is critical when materials are limited.
Working in teams, they moved through the engineering design cycle—planning, prototyping, testing, and refining—before performing short, familiar tunes for classmates to guess. It was a joyful intersection of science, art, and problem-solving.
Session 2: Examination of Pulley Systems
The second week shifted focus from sound to mechanical advantage. From levers to wheels and finally to pulleys, students investigated fixed, movable, and compound pulley systems, building functional elevators that could lift loads more efficiently.
Again, limited materials meant they had to plan strategically and test iteratively. By the end of the week, students could explain not just what a pulley is, but why engineers use them in cranes, elevators, and even theatre stage systems.
Grades 7–8: Everyday Chemistry in Action
For our oldest Secondary participants, the program was topic-based, with each day devoted to a different chemistry-inspired investigation. Students not only “do experiments” - they learn to think and work like scientists: formulating hypotheses, recording observations, and reflecting on results.
Lip Balm Lab
Students began by unpacking what makes a good scientific hypothesis, learning about null and alternative hypotheses, variables, and the importance of precision in experimental design. They then created natural lip balms, documenting each stage and linking results to their initial predictions.
Algae Plastic
In a deep dive into sustainable materials, students produced a biodegradable “string” from sodium alginate and calcium chloride. By varying additives such as aloe vera or honey, they tested how ingredients affected texture and strength. The creative element came through in crafting Mizuhiki knots, blending science with traditional Japanese artistry.
Silly Putty Science
Viscosity and elasticity came to life as students experimented with glue, water, and borax ratios to create silly putty. Friendly competitions for “stretchiest” and “bounciest” batches added a layer of playful innovation.
Fingerprinting Lab
Students learnt about the different features of a fingerprint and how to differentiate between fingerprints. The week ended with a forensic twist—students tested multiple recipes for invisible ink, exploring acid-base reactions and pH indicators. They compared methods for revealing hidden messages, combining scientific reasoning with creativity.
By the end of the week, Grades 7–8 students had built a portfolio of diverse experiments, each one deepening their understanding of chemistry while honing scientific reasoning, documentation, and reflective thinking.
Learning Beyond the Lab
The Secondary Summer Program at NIS is about much more than completing projects or experiments. It is about learning how to learn—embracing curiosity, managing resources, collaborating effectively, solving problems independently, and adapting to challenges. These are the skills that transcend subject boundaries and prepare students for the complexities of the modern world.
On the final day of each session, Secondary participants brought their completed projects to showcase to the Primary Summer Program students. They demonstrated the science behind their creations, walked younger learners through their design process, and explained how their ideas evolved from concept to final product. The younger learners were able to
test out and interact with those products themselves to deepen their understanding, being inspired by what possibly lies ahead in their learning journey.
Looking Ahead
This year’s Secondary Summer Program showed just how much students can achieve when they are given the tools, time, and encouragement to explore. Whether building machines, crafting biodegradable materials, or cracking a mystery, our Grades 5–8 students left with stronger problem-solving skills, deeper curiosity, and the confidence to take on new challenges.
With our upgraded sports hall with brand new ventilation and aircon systems, and a continued commitment to high-quality student-centred and inquiry-based learning, NIS is excited to make the 2026 Summer Program even more engaging for young innovators from Japan and beyond.
