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For ninth-grader Olive Cheung, J-Term began with modest expectations. “I wasn’t really looking forward to it,” she admitted. “It just sounded like normal school to me.” What Olive didn’t expect was how quickly the experience would shift her perspective—academically, socially, and personally. By the end of J-Term, she found herself reflecting not just on what she had learned, but on how the format allowed her to grow in confidence, self-awareness, and community.

Fremont Christian School J-Term Classes: Exploring New Interests

During Fremont Christian School’s J-Term, students pause their regular schedules for the opportunity to participate in an internship, volunteering abroad, or—as in Olive’s case—taking two elective classes and going on a retreat. For her electives, Olive selected crocheting for her morning class and personal finance in the afternoon—two subjects she hadn’t expected to pair together.

“Crochet was actually really fun,” she said. “It was relaxing, and it felt nice to just let go and not worry about homework for once.” Olive ultimately decided to try something different and pivoted to creating a crocheted octopus, embracing the freedom to adjust her approach without pressure. That flexibility, she noted, made the class feel less like an assignment and more like a creative outlet.

Her finance class proved equally impactful, though in a very different way. “I was kind of glad I got placed in financing,” Olive said. “It’s something actually useful that I can apply in the future.” The course focused on practical skills like insurance, investing, and long-term financial planning, taught through hands-on activities rather than lectures. “We even did an investing simulator,” she explained, which helped make abstract concepts feel tangible and approachable.

One of the most meaningful takeaways from Olive’s finance class was learning how personality influences financial decisions. Students explored different spending styles—saver, spender, planner, and risk-taker—and reflected on their own habits. “I learned that I’m a saver and a planner,” Olive said. “But we also talked about how taking risks can be good if you know what you’re doing.” That insight shifted her thinking. “After learning more about investing, I think I’m more of a risk-taker now,” she added.

J-Term Retreat at Mission Springs: Building Confidence and Community

Beyond the classroom, Olive described the J-Term retreat at Mission Springs as one of the most meaningful parts of the experience. The retreat brought students from different grade levels together for several days of activities, worship, and shared living. Olive roomed with sophomores and upperclassmen—an experience that initially made her nervous. “As a freshman, I’m really self-conscious,” she said. “I was kind of scared of upperclassmen.” By the end of the retreat, that fear had faded. “They were a lot nicer and easier to talk to than I expected.”

The packed schedule turned out to be a strength rather than a drawback, with students spending time playing games, talking, and enjoying the outdoors. “I felt like a kid again,” Olive said. “We were playing board games and being outside instead of just looking at our phones.”

As her class president, Olive noticed a change in herself during the retreat. “For the first time all year, I was able to get everyone in my class to participate and cooperate,” she said. That moment stood out as a personal milestone, reinforcing lessons about leadership, communication, and confidence.

The experience also gave Olive space to reflect on balance. “Schoolwork is important,” she said, “but it’s also important to take care of your mental health, make time for God, and enjoy your hobbies.” That understanding, she noted, is something she plans to carry forward—not just into her classes, but into life beyond school.

When asked what advice she’d give to future freshmen, Olive didn’t hesitate: “Don’t be scared to talk to new people or room with upperclassmen. And don’t be shy about trying activities—even if you mess up. You’re not the only one feeling insecure. It’s okay to express yourself more and learn who you are.”

What began as a modest end-of-semester showcase quickly turned into a powerful moment of affirmation for students, teachers, and families. Building on the foundation of Fremont Christian School’s inaugural robotics program earlier this year, the showcase offered a firsthand look at how far students across elementary, junior high, and high school have come in just one semester. Parents arrived expecting a simple display of robots and left impressed by how thoughtfully students explained what they had built—and why it worked.

Learning Through Curiosity, Not Grades

One of the most striking aspects of the robotics program is what isn’t part of it: grades. According to the program’s co-instructor Mrs. Mathews, removing that pressure allowed students to take risks, collaborate naturally, and focus on problem-solving rather than outcomes. Students returned week after week eager to improve on their previous designs, driven by curiosity instead of competition. “They didn’t want rewards,” Mrs. Mathews said. “They were just playing—and while playing, they were learning.” That freedom created an environment where experimentation and failure were not only allowed, but encouraged.

Confidence Built Through Collaboration

Across all age groups, robotics became a space where students supported one another in meaningful ways. Mathews observed that even students who typically struggled academically or socially began to thrive when working as part of a team. She recalled how one younger student, usually reserved in the classroom, gained confidence as he tested ideas and solved problems independently. High school students showed similar growth, collaborating closely to build a functioning robot far earlier than expected—and far more quickly than students at schools with the same program. The process reinforced communication, leadership, and trust—skills that extended beyond the robotics lab.

Parents attending the showcase were also surprised at how much their children had learned through what seemed like an advanced playtime. “They didn't expect the program to be as intense as it was,” said Mrs. Mathews. For example, many parents thought the elementary students were merely putting together pre-fabricated Lego robots. But then they heard the students responding to the instructor’s questions. “He was talking about friction, force, and other such concepts, and even third graders could answer the questions, because they’d learned through hands-on play and experience.” 

Students Discovering New Interests & Skills

For many students, the after-school program introduced subjects they had never explored before. “Robotics helped me open up to a whole new topic that I was never exposed to,” said Ethan Wu, who pointed to learning step-by-step building and 3D printing as highlights of the program. Younger students expressed their excitement in simpler terms. “Using your brain to make Legos go forward with your partner was amazing,” said Beniah Idhida. Across grade levels, students found satisfaction in persistence, creativity, and hands-on problem-solving.

Building a Strong Foundation for What’s Next

With the first semester complete, the robotics program is already looking ahead. Now that students are comfortable experimenting, collaborating, and troubleshooting, future sessions will introduce more advanced tools and techniques, including soldering and expanded 3D printing. For Mrs. Mathews, the ultimate goal is confidence. She hopes students leave with the understanding that they can learn unfamiliar skills, adapt to challenges, and approach technology without fear—an outcome that matters far more than any single robot.