Adolescence (10-19 years old) is a critical period for the gradual formation of views of life and values. Based on the "Discovery+3C Curriculum" system, a moral education evaluation system was established in the junior high school department. Through a variety of characteristic group courses and activities, moral education is integrated into all aspects of student life and learning. Through the guidance and growth of teachers and students for each other, it stimulates students’ internal awakening, cohesion, and teamwork, and promotes the improvement of essential qualities and key abilities required by the core literacy of Yinghua students.

Yinghua Junior High School boasts a highly dynamic, learning-and-research- oriented teaching team, with 80 young and senior foreign teachers from key middle schools in various provinces and cities across the country. With young teachers of sharp learning ability as the strength of the team, teachers with doctoral and master’s degrees from Double First-Class universities across the country with advanced teaching concepts for the team and backbone teachers with years of teaching experience, the entire team has seen continuous growth of itself through a series of teacher growth workshops themed as “Yiluxing (Journey Forward)” “Liuxiangcao (Grass of Fragrance)”, “Sifangguan (Pavilion of Universal Studies)”, and “Xiangxinliu (Union for Strength )” for the enhancement of their professional competence in education. As close companions on the road of students’ discovery, we firmly believe that every child is a shining star. We have their growth in our minds and do our best to build the widest platform for growth. With meticulous love and companionship, we awaken their learning and internal drive along the way of their discoveries of themselves.

We have pioneered a unique strategy of “restructuring upon mobile classes” in the middle school stage with distinctive characteristics of Yinghua upon comprehensive analysis of the current reality of education and teaching, as well as the reality of students, in response to the significant differences in student source structure. On the basis of daily classroom teaching, we extended a more refined, scientific, and personalized classes for stepwise development. By breaking the boundaries of administrative classes and reconstruction, we will scientifically customize teaching plans for each student’s individual characteristics, so as to teach according to their aptitude, stimulate their potential, and realize substantial academic quality improvement.