Frequently Asked Questions about
5IN Experimental Education

Origin and Foundation

  • There are a number of social and educational realities we are facing, both in Taiwan and beyond, that have brought with them a set of substantial and difficult challenges. These challenges point to the need for a major rethinking and redesign of the way we structure and provide education, to meet the challenges of the future, and to satisfy the needs of the students themselves. Many of these challenges are detailed in the challenges we see section of this website.

    Under the experimental education framework, we have been given a path and the flexibility with which to make this kind of education a reality. The intent for the establishment of 5IN is to Shift the Paradigm of education, moving the focus of education away from content knowledge accumulation and towards developing transferable habits, processes, and abilities to use modern tools for success in any context. At the same time, 5IN's impetus is to help the next generation explore and establish personal values and identity, to understand themselves, and be able to set clear and fulfilling life goals. Following this aspiration, 5IN was established to offer an educational option that will help students prepare for the unclear and difficult to foresee future.

    A further motivation for the establishment of 5IN was the recognition that with lowering birth rates, increasing global competition, and rising economic and psychological pressure from all directions, the topic of children's education is one that is overwhelmingly stressful and confusing. It is in this sort of stress-filled climate that we see many instances of unprincipled education providers playing on fears and anxieties to charge exorbitant fees for unnecessary or ill-advised “education” services. This often includes add-ons such as extra cram classes for standardized tests, after school sessions to "work with famous professors", enrollment into so-called "honors classes", and other activities with flowery titles but questionable actual value. While none of these are inherently bad, we see too often that they are pushed onto students who are either not ready or would not benefit from such items. We also believe that they do little to provide students with actual real preparation for future life and instead continue the advocacy of a mindset that is better suited for the world of the past, not the future. The use of predatory persuasion and peer pressure tactics to turn a quick profit is something that the founding team has unfortunately seen much of in the educational sphere. The establishment of a new educational institution was necessary to create an educational environment which operated ethically and spread the right kind of messaging in accordance with our ethics and values as educators.

  • Knowledge becomes dated, skills become obsolete, but who an individual is at their core stays with them for a lifetime. A student's understanding and concept of who they are as an individual, their place in society and the world, their image of the ideal person they want to become guides and shapes each step they take, each decision they make. These steps and decisions include not only details such as areas of interest, choices in development, and future careers paths, but transcend them, forming the person that they will become, the relationships and connections they will forge, and the impact they will have on the world.

    By designing our curriculum to intertwined with social and personal issues, 5IN students come to learn about and understand the current state of the world, their own position in it, the stances they hold on the status quo, and the goals they hope to reach in shaping and positioning themselves for the future.

  • 5IN is an experimental education institution fully licensed and recognized by the Taipei City Ministry of Education. While many of the laws, regulations, and quality and safety audits are the same between schools and education institutions, they are legally different entities. As such, experimental education institutions do not have a "principal", as this is a title which only exists in "schools". If you happen upon a so-called "principal" in an experimental education institution, it is possible that they are trying to give you a mistaken impression by taking advantage of most people's unfamiliarity with education law in Taiwan. It's also possible that they are themselves not clear about the laws and regulations under which they operate. In any case, this tells you something about the integrity and operational rigor of said institution.

    5IN is managed by an institute director, Dr. Yu Lee and executive operations director, Mr. Scott Chen.

Educational Policies

  • Each class at 5IN will have two homeroom teachers who will be deeply involved with the students academically, but more importantly inter-personally. These homeroom teachers will be tasked with understanding "the person" that each individual is, to be familiar with each students' personality, strengths, weaknesses, goals, quirks, and much more. It is with this level of understanding that 5IN teachers are able to guide the students under their care, to offer the degree of tailored and personalized support that each student needs.

    Each class at 5IN has two homeroom teachers, who are stationed with their classes for the entirety of the day. Just as with students, teachers have different ways of looking at different issues, different ways of communication, different strengths and weaknesses. By stationing two homeroom teachers with the students at all times, students will be able to an additional layer of interaction and flexibility, with different kinds of help and support available for different situations or communication styles. The teachers will themselves also have an extra layer of support, with each teacher observing and understanding the students from different angles, being able to communicate and cooperate to give each student the help they need.

    In actuality, each class at 5IN will have even further teacher support, as non-homeroom teachers will also be stationed in the classrooms at all times (it is our conscious program design that there is no teachers' room at 5IN), rotating through different homerooms at different times. Each of our staff understands the first and foremost responsibility of the 5IN teacher is to support student growth and development as a person, not just as an academic vehicle. Our double homeroom teacher design is the first step in this system.

  • Academic growth (what is traditionally thought of as "school") is only a very small part of the development and maturation that is necessary for adolescents to achieve. How a student develops as a person is much more important (and also indicative of future success) to their future life than any amount of academic content acquisition.

    Unlike usual academic subjects, the development of a unique personal identity and the exploration of personal values and morals is not a lesson that can be "taught". Instead, it is necessary for students to actually live their life and experience all the situations, challenges, and ups and downs that are a normal part of growing up. Throughout this process, significant but fleeting moments will arise when great mental and social growth is achievable, especially with the guidance and support of a mentor. It is in order to capture as many of these educational opportunities as possible, to observe students "in their natural state", to better understand the "real person", that 5IN teachers are permanently stationed inside the classrooms with the students they work with. 5IN teachers learn, grow, play, eat, and live life together with the students.

    Under this system, each and every part of the day is a time for growth and development. The understanding, trust, and rapport achievable between 5IN teachers and students is unparalleled elsewhere in education. Most importantly, the growth that students achieve is development for real life, supporting their efforts in the future no matter where their paths may lead them.

  • You may learn about our curriculum and see our student results and believe that 5IN is a tech or programming institution, but this is not actually the main focus of our education. 5IN's main mission is to help students develop the abilities and mindset that will be needed to face and succeed in a very unpredictable future. We don't know what path each student will take, but we know that they will likely need the ability to use modern technological tools in order to walk it. As such, almost every learning and growth activity at 5IN will be achieved with or involve a digital component. Students may learn to find new information from digital sources, research and analyze data with digital tools, create and design with modern 2d and 3d programs, record their own learning results by creating their own web pages, share their accomplishments using multimedia formats, and much more.

    5IN is not a "tech program", but all 5IN students achieve the digital literacy needed to achieve and pursue goals in the future. Not every student will develop into a programmer or engineer, but every student needs the basic understanding of how digital tools operate, the logic behind their design, the effect they have on our lives, the thought process needed to communicate with experts in those areas to cooperate on larger projects, and the proper way to effectively wield them for value creation. Through the 5IN program, they will acquire these abilities.

  • Educational programs focused on transfer of content knowledge will usually have clear-cut "subjects" for students to study and accumulate knowledge in. This sort of system has served society for over a century, and may continue to for the foreseeable future.

    While 5IN believes that all knowledge has intrinsic value, the speed of change in today's world, has made the limits of human time and energy painfully apparent. We have elected to create an educational path with a different focus, one which we believe is completely and immediately applicable and practical to any and all contexts, regardless of what the path and goal may be. This means that the learning students undertake at 5IN will be interconnected, cross-contextual, participatory, hands-on, and recursive, but will not involve large amounts of accumulation of knowledge which is disconnected from application. Therefore, the learning at 5IN is not clearly divided into traditional subject areas, but instead ties in elements of both familiar and novel disciplines to form a radically new kind of learning experience.

    Each student at 5IN will gain a level of math ability that is comparable to a student in any internationally recognized curriculum. Physical Education, Nutrition and Health as well is an important part of our curriculum in maintaining physical and mental balance. Science is also important at 5IN, but instead of following a rigid list of topic points, serves as a vehicle of student production in connection with the main theme of each semester.

    Somewhat less conventional are the other parts of 5IN's curriculum, including academic research and writing, programming, art and design, humanities discussion, and communication and business studies. While these learning areas may have names that are reminiscent of familiar sounding subjects, it is not the actual content of these areas that is the emphasis, but the thinking, processes, and hands-on application that these domains bring that is the focus. In keeping with 5IN's educational philosophies, students are guided to see the parallels of logic, similarities in processes, and cross-contextual relevancy across disciplines, gaining a deeper understanding of the operations that make the world function. The result of following this interconnected approach towards learning is students with the ability to not only follow and utilize what has been taught before but also to create, innovate, redefine, and bring new value to the tasks and goals that they are a part of. Just as 5IN strives to shift the paradigm of education, our goal is for 5IN students to develop the ability to shift the paradigm of institutions that govern the workings of human thought and society. This is the ability to see the world through different and novel angles, to adapt and thrive in the face of uncertainty and ambiguity, and to be self-directed and self-sufficient.

  • The shaping of a student’s development as an individual human being is massively influenced by familial input, especially in younger years. Each and every family’s dynamic is certainly different, but the stresses and structure of modern society has in some ways diluted the role of family in the upbringing of today’s youth. It is often the case that interactions inside the family are overly one-sided, transactional, and shallow. While it is easier for parents and guardians to keep tabs on superficial indicators of growth such as grades and scores, gaining insight into the internal psychological state of a student is much more difficult. 

    5IN recognizes both the importance and possible difficulties of family communication in our current societal structure. Therefore, each semester’s thematic mission includes multiple components which structure in bilateral learning between students and family. Not only does this facilitate an additional paradigm of family communication and broaden the scope of mutual understanding, it also provides and necessitates time spent together in an otherwise busy schedule that is filled with other demands. In this way, the 5IN program encourages and nurtures an irreplaceable input into the maturation of each individual student, also allowing parents to better understand and become involved in their children’s growth in a positive way.

    Outside of the family unit, 5IN also believes that it is beneficial to the life growth of our students to communicate with people of all different ages and of different generations. Structured into the fundamental design of each semester are components in which students will need to learn from, communicate with, receive feedback from, and cooperate with social and industrial partners as part of the learning process. Each semester's student output must also create a result that brings real value to outside partners and society. Not only does this expose them to different ways of viewing the world, it also provides authentic examples of how differing backgrounds and experiences will shape perceptions, values, and motivations. This multi-generational and multilateral input serves as another factor in training 5IN students to be empathetic, sensitive, and good communicators.

  • 5IN believes that the proper usage of assessment is as a formative feedback tool for improvement, not a summative verdict after-the-fact that does little to actually help the student in any way. 5IN students are assessed mainly based on two kinds of criteria: the degree of adherence to and ability to properly utilize processes and tools, and the amount of real value created through personal efforts.

    This is because 5IN believes that the real important things in life do not have standardized answers, but are instead achieved through reiterative modification. Accordingly, 5IN assessments are designed to continually provide feedback to students as they go through the processes of various learning tasks so that they may adjust, improve, and grow. At the same time, our assessments ensure that students fully understand and are able to utilize the new tools which 5IN emphasizes. Under this continual assessment system, 5IN students come to understand that improvement is always possible, the importance of details, and the impact of following the proper process.

Institutional Policies

  • 5IN believes that the ability to intelligently, effectively, and responsibly utilize digital devices is one of the most basic skills needed to face the future. This involves not only being familiar and adept in the technical aspects of applying this technology, but also the understanding of when it is the right tool for a certain task, and developing the self-control needed to steer away from the less productive or more destructive aspects that come with such a powerful instrument.

    The rules at 5IN regarding materials and tools in the classroom are clear: any tool that is needed for the learning processes that students undergo must be available and ready for operation. In a traditional educational setting, this would be things like pens and notebooks. At 5IN this includes digital devices (mostly the computer, but sometimes inclusive of other devices), meaning that they must always be on-hand, charged, and with files maintained and organized. These digital devices will only be used for work or research purposes, and for the tasks that are at hand during each learning period. Games and social media accounts may not be installed on 5IN provided hardware (we facilitate each student with a laptop upon joining the 5IN program). This policy would be rather difficult to enforce in the normal education environment, but the 5IN classroom-as-teacher-office design and double homeroom teacher arrangement, along with optimal student/teacher ratios, makes this possible.

    Student personal devices such as cell phones will be deposited in the designated holding space from the moment the day starts to when it is time to leave at the end of the day. This is inclusive of break times, meal times, and activity times. Face to face interaction with real people is the focus during these periods. Certain learning activities may necessitate the usage of phones, at which point access to them will be administered by teachers.

    Ear pods may not be worn during the day, with the same applying to smart watches. It is unreasonable to expect adolescents to naturally have the willpower and judgment needed to consistently make the proper choices regarding technology, as even most adults have vast amounts of trouble with this. The design of current UX systems and the algorithms employed by modern technology are addictive to the point that young minds will not be able to maintain restraint and control. The 5IN policies regarding smart devices provide the support students need while they gradually understand the inherent strengths and pitfalls of modern digital devices and attempt to form good habits regarding proper utilization of these tools.

  • No, there is no designated PTA at 5IN. We have found that the main purpose of PTAs is for schools and institutions to covertly or openly ask parents for donations and "association fees", which in our eyes is a rather strange transaction for an academic institution to perform.

    Instead, all parents who enroll their children at 5IN should understand themselves to be a member of the PTA (without the donation part). All 5IN parents are expected to be an integral part of their child's education and growth, which means periodic communication with their children regarding a variety of topics, and occasional joint completion of homework assignments or projects. 5IN also holds regularly scheduled meetings with individual families and group events regarding education, culture, and social interaction between 5IN families. Active participation at these events is also a responsibility of 5IN parents, and while we understand that this can often be difficult in today's hectic society, we also believe that parents care about their children's growth.

    To learn more, view our parent handbook for an overview of assistance that we humbly request from parents and guardians.

  • The physical and psychological well being of students is a fundamental issue that schools and institutions should put front and center. 5IN addresses concerns related to both exterior factors and student interactional factors. In addition to setting clear rules for students in their ethical, social, physical, and academic behavior, 5IN has devised a stringent SOP for how to handle special issues which require immediate or special attention. This involves clear guidelines for how to seek support and assistance with the situation, communicate with and educate any students involved, handle reporting and record keeping, and formulating followup action plans to address any needs or issues. This applies not only to respective homeroom teachers, but also the complete teaching team that interacts with a class, down to the administrative staff of 5IN.

    Additionally, we work closely with our partner school Taipei Municipal Da'an Junior High School and communicate frequently on issues regarding proper handling procedures and legal responsibilities.

    Most importantly, 5IN focuses on the education aspect of student management. Our procedures are of course put in place to ensure safety , but also to constantly observe and take advantage of any and all opportunities for communication, education, and growth that present themselves in the natural course of student behavior. Issues such as bullying fall into this area, as this behavior often stems from a matter outside of class or an unaddressed psychological need which needs to be addressed. Both safety and maturity into social membership are core concerns at 5IN, as evidenced by our double-homeroom teacher, classroom-as-teacher-office arrangement.

    Safety issues stemming from outside the learning space are also well taken care of at 5IN, as our partnership and location on the grounds of Da'an Junior High affords us the oversight and protection of the security staff that is naturally present in all public schools.

  • 5IN does not offer boarding services.

Educational Path

  • A student completing the 6 year program at 5IN will be equipped with the tools needed to achieve goals and overcome the challenges of the future, whatever goals are eventually decided upon or how novel and complicated the challenges are revealed to be. This means that they will have learned, practiced, internalized, and personalized a large set of cross contextual transferable habits of mind, work processes, and digital tools for creation and communication. They will have been challenged to develop and define themselves socially, ethically, emotionally, spiritually, and intellectually, to become the person they wish themselves to be.

    Equipped with these skills, abilities, and understanding, the 5IN student will be ready for a range of possibilities, whether it be to continue their education, join the professional world, or embark on a yet unseen life path that today's world has not yet shown to be possible. In short, the students stepping out of 5IN will be ready to accomplish, create, change, influence, and shape the world in which they live, whatever that world may eventually look like.

  • 5IN operates in accordance with the Enforcement Act for Non-school-based Experimental Education at Senior High School Level or Below (see links below), ensuring that its programs meet legal requirements and provide students with officially recognized certification.
    English version: https://law.moj.gov.tw/ENG/LawClass/LawAll.aspx?pcode=H0070059

    Chinese version:https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=H0070059

    For High School:

    Under Article 30 of the Act, 5IN assists eligible graduates each year in applying to the local Department of Education for a Certificate of Completion of Experimental Education at the Senior High School level. This certificate, available in both Chinese and English, is recognized as equivalent to a high school diploma and enables students to apply to universities both domestically and internationally.

    For Junior High School:

    5IN follows Article 15 of the Act, and students who complete their studies with passing grades receive a diploma from their respective nominal school, which in this case is Taipei Municipal Da'an Junior High School.

  • 5IN does not provide standardized test prep classes. Our institution's main goal is not to push students through to the next school or institution, but to give students the ability to survive, thrive, and achieve in the future. The capacity to ace standardized tests may or may not be a part of the required skill set to do this, but our belief is that there are a large number of much more meaningful components that should be worked on during these precious years.

    Of course, any student who applies themselves well to the 5IN curriculum will possess much of the needed capacity to pass tests and enter higher education. Through our program, students will develop many of the abilities needed to excel in a higher education setting, such as being able to read and digest field relevant texts, perform deep analytical research, write academic format research articles and university level essays, communicate and present for targeted purpose in a public setting, and much more. Most importantly, they will possess the most crucial ability of all, in academics or otherwise - the ability to analyze the big picture, to find resources, and to self learn or work together with respective experts to get the job done.

    Possessing the needed skills for achievement and productivity in the real world will naturally lead to good academic performance, but simply possessing a superficial indicator of academic achievement does little to guarantee real world ability. Therefore, 5IN has elected to devote our efforts on actual meaningful developmental tasks. If absolutely requested or needed, we can point you towards prep service providers who try to teach towards actual skill growth as opposed to quick fix solutions.

  • 5IN does not make any guarantees about acceptance to so-called "top universities". Entrance to highly regarded tertiary education institutions is certainly one possible step to success in life, but it is far from the only path, and should not be mistaken for the sole solution. With the current speed of world change and the massive shifting in how organizations and society operates, it is seemingly even less of an assurance for the future.

    Furthermore, it should be remembered that guarantees of elite university acceptance, whether overt or implied, are rather dubious at their core. Each student's abilities and strengths differ, each path will vary. A set path which seemingly worked for one student may not be effective for another. Universities can be highly selective, base decisions on criteria that are nontransparent, and arbitrary in ways that are not under the control of any applicant. Suggesting that a program is the path towards "world top universities" is disingenuous at best and in many cases is simply fraudulent. In any case, we consider it to be a misguided goal to aspire to.

    Although it is foreseeable that students who have properly adhered to the 5IN program will have the abilities needed to gain acceptance to quality higher education institutions, this is not the main goal of our program. 5IN does not "teach to the test" in any form. Ability to do well on tests is a by-product of real and effective learning, not a cause of it. Instead of focusing on a path of debatable effectiveness, we teach to the real test of life, that of the ability to reach real goals, solve real problems, and make real positive impact.

Enrollment and Tuition

  • 5IN does not hold admissions information sessions, as these are more sales pitches than an opportunity for families to truly learn about the educational philosophy and goals of an institution.

    Each experimental education organization should have a clearly defined vision of what they are trying to achieve, not a generic “get good grades, prepare for standardized assessments, enter ‘top’ universities” that is the norm in traditional educational thought. Different programs will fit the hopes and expectations of different students. As such, each family deserves individual meeting time with administrators, allowing them to truly express their goals, values, and concerns, at the same time ascertaining whether an organization’s beliefs and direction align with their own.

    Therefore, 5IN only arranges one-on-one face to face meetings with families to learn about each individual student’s needs and hopes.

    Alternatively, if a few families would like to get together and schedule a meeting in which 5IN gives a presentation about what we see as the needs of the future and a suitable new paradigm of education should be, this type of meeting can also be arranged.

    To schedule a face-to-face discussion about education, leave us a message here, or contact us via our Line@.

  • Yes, 5IN recruits mainly grade 7 and 8 students. The reasoning for this is because our program is substantially different from the usual content focused education and is instead skills, process, and ability focused. As previously stated, there is a set of habits of mind, work processes, and digital tools that we believe will be essential and effective for the future.

    The nature of habits, processes, and skills is that they are not easily "learned", but are instead slowly comprehended, acquired, mastered, and personalized. This process requires time, effort, guidance, feedback, and numerous repetitions of engagement. Accordingly, the 6 year 5IN curriculum is designed as a spiraling upward path towards growth, with each subsequent semester introducing new knowledge and techniques while incorporating greater complexity and breadth to previous learning. It is through this recursive familiarity and utilization that students are able to acquire and internalize the abilities that they will need to succeed and achieve in the future. The result of this process of development is an individual that will possess the skills needed for whatever the next step of life may be, whether academically, professionally, or otherwise.

    This also means that if a new student has not been exposed to or gone through the necessary prerequisite iterations, they will find it impossible to understand or follow the progression of class. For students who have passed the normal age-relevant timing for joining the first year of the 5IN program, aptitude in certain core areas will be gauged to check for ability to transition. In certain cases, remedial learning or help will be assigned. We will clearly advise against entrance if a student shows that they would struggle and be unable to benefit from the program. Considerations may be made for older students who are willing to start from year one.

  • A high level of English upon entry into the 5IN program would be helpful, but is not mandatory. At 5IN, language is first and foremost a medium of communication, not a subject for testing.

    There are two main factors which support the potential for students to develop, improve, and excel in our program, even in instances of linguistic ability that would not initially be classified as "high level".

    Firstly, all of 5IN's teachers are experienced in working and living in cross cultural environments and possess the flexibility and understanding to get the highest possible growth out of students. regardless of starting linguistic ability. Our program is designed to develop abilities and effectiveness in real life, not quantitative perfection based on arbitrary standards.

    Secondly, research into learning and acquisition shows that individuals possess a great deal of brain plasticity before the end of puberty, meaning that people are quite mentally flexible and adaptable in learning, including language learning, during this time in their lives. In middle and high school years, it is certainly not "too late" to learn, grow, and excel.

    With this in mind, we know that the main deciding factor in whether a student will be able to learn and improve lies not in their starting point, but rather in their mindset and degree of engagement, and understanding of the obligations they hold towards themselves as students.

    If the main responsibilities of a student in a "diplomaist" (exam oriented education) system are to be quiet, listen, conform, and "not make trouble", then a 5IN student must be active in the formulation of ideas, sharing of thoughts, participation in discussion, and interaction with peers, teachers, and society. It is the degree of self application and the frequency of repetitions devoted to use of language (and other learning) that will ultimately decide if a student's growth is substantial or not. What is necessary for students in the 5IN curriculum with regards to language is to stringently follow the learning plan with no shortcuts, being engaged in activities, speaking out, communicating, and completing work in the proper way that is designed to exercise real skills.

    With that said, 5IN will never make claims or promises that can't be reached. A student entering this program will need an age appropriate level of English as a second language in accordance to normal standards of the Taiwanese national curriculum in order to be able to properly engage in learning activities. an evaluation of English language ability is a part of the 5IN application process, and students who do not possess the needed basic level of ability will be informed of this.

  • The Admissions Process
    Applying to join our institution involves the following 4 steps:

    1. Completing the Application Form
      https://forms.gle/1xMWD8A4PhNRHxLo8

    2. Interview

    3. Activity Observation

    4. Acceptance and Enrollment

    Link to our Admissions Process page for more detailed information.

  • There are no additional activity fees, material fees, facilities usage fees, insurance fees, event participation fees, venue ticket fees, or any other fees outside of normal tuition. We believe that it is an educational institution's responsibility to conduct complete planning and budgeting for each semester. If something is needed for learning purposes, it should be covered in tuition.

    The only fees that will need to be handled outside of tuition are students' own lunch fees, as well as the laptop purchase fee for new students upon enrollment, since all 5IN students are required to use laptops with standardized specifications.

  • Yes. 5IN believes that a student's financial situation should not be an obstacle towards gaining a quality education. Potential to grow and achieve great things exists in and should be nurtured in individuals of all backgrounds. Accordingly, 5IN provides up to two full ride and two half discounted enrollment spaces in each and every class for students who meet eligibility criteria. Link to our financial aid page for more information.

  • There are a number of facilities or hardware costs that are expected to be one-time expenditures. There should be no need to charge students for these items more than once, as experimental education by law is a non-profit undertaking.

    Link to our tuition page for more information.

Other Interesting Q’s

  • Want to Transform Education with 5IN? There Are Many Ways to Get Involved!
    We encourage you to contact us and be part of the change!

    💡 Non-Profit Collaboration – If you are a non-profit (NPO) or non-governmental organization (NGO) with a mission that contributes to the public good, we’d love to work with you.

    🧠 Academic Exchange – If you are an academic or researcher with valuable knowledge to share, we welcome your participation.

    🤝 Industry Partnership – If you are looking to become an industry partner and share technical expertise, having your staff join in meaningful CSR activities, or have something you would like to contribute to education, let’s connect.

    🎁 Resource Support – If you are willing to donate your time, expertise, facilities, or financial support to this radical new educational program, your generosity will help drive this educational transformation forward.

    🌍 Take Action Together – If you believe in our vision and would like to take part in our mission to shift the paradigm of education, don’t hesitate—reach out to us today! Now is the perfect time!

  • One of the most important focuses of the 5IN curriculum is to instill in our students the realization that they are a member of society, with the rights and obligations that come with being such. As part of this education, we work with non-profits and charities that embody the mindset and social involvement that we believe each student should strive towards.

    If you see the results of our work with our partners and would like to donate to them, you are welcome to contact us. We will not be able to handle funds on your behalf, but we will contact our partners and put the correct person in touch with you. We thank you for your interest and support towards bettering education and society.

  • At 5IN, we not only prioritize academic achievement but also place great importance on students' health. As part of this commitment, we focus on providing balanced and nutritious meals. After understanding the individual needs of each student, the two homeroom teachers in every class will coordinate and order meals that align with students' dietary preferences and specific requirements, such as food allergies, vegetarianism, or religious dietary needs. Alternatively, students are welcome to bring their own lunch, and there are microwaves available in the classroom for heating meals. Teachers will join the students for lunch, promoting healthy eating habits and instilling a lifelong understanding of wellness.

  • Yes, you've found the strange word on our front page scroller, congratulations on your attention to detail!

    Inimitable. /ɪˈnɪmɪtəbl/

    adjective: inimitable

    1. so good or unusual as to be impossible to copy; unique

      The inimitable educational design at 5IN provides students with an incomparably high quality learning and growth experience.

  • Thanks! Because of the uniqueness of our program design and the importance of communicating our message about what we think education should be, we designed our website ourselves.

    A special feature of the 5IN website is that we have hidden Easter Eggs. There is a secret link hidden in one of the pages of this website that leads to the Easter Egg page. Find it to unlock hidden content. Each time we put more material on the Easter Egg page, the link will be re-hidden in another location on the website, so check back often and happy hunting!