挖掘潜能，终生学习 | 为什么哈罗深圳小学阶段不使用统一教材？
Swipe left to read English version
“英式学校不使用教材的吗？”
“我家孩子书包里都没有教材，
那上课学什么啊？”
新学期临近，家长们常会问到
哈罗小学阶段有无指定教材的问题。
哈罗深圳沿袭英式体制课程,遵循“英国课程统一标准”。
课程标准对中小学的科目设置及各科目的成绩标准和教学大纲做出了统一规定。规定学生每一等级所应达成的听、说、读、写、算等各种能力的标准。因此，教学是按照课程标准进行的，并不受任何教材的限制。
人们一直以教科书作为教学标准，但哈罗深圳的教学团队始终跟进最新的教学方法，以权威性研究作为教学指导。因此可以更好地满足不同学生个体的需求，并且按照各个阶段的评估结果，根据实际情况调整教学计划。
我们能根据学生的特长量身打造学习体验，解决学习需求，同时促进学生积极参与，增进对知识的深层理解和记忆。
我们的教学方法强调互动和协作，而不依赖教科书，鼓励学生参与讨论和活动，培养批判性思考和团队合作能力，为学生的终生学习打好基础。
哈罗深圳小学部校长
Catherine Donnelly女士
与我们分享了她的教育理念。
"在哈罗深圳国际学校，我们致力于培育独立且持续探索的终生学习者。所有教学工作，包括我们的评估方式，都以此为核心。
我们不只是教会学生通过考试，更希望燃起他们的学习热情并掌握自主学习的能力。"
“Does British School not use textbooks?"
"My child's school bag doesn't have
any textbooks. What do they
learn in class then?"
As the new semester approaches,
parents often ask about the
absence of designated textbooks
in Lower School of Harrow Shenzhen.
Harrow Shenzhen follows the British education system and adheres to the "English National Curriculum".
This curriculum standardizes the subjects, grading criteria, and teaching outlines for primary and secondary schools. It defines the standards for various abilities such as listening, speaking, reading, writing, and calculating that students should achieve at each level. Therefore, teaching is conducted based on the National Curriculum and is not restricted by any textbooks.
Personalized education, fostering
students' lifelong learning abilities
Textbooks have long been a staple of education but at Harrow International School Shenzhen, we ensure that we use teaching methods which are up to date and informed by educational research. By doing so, we can better cater to the needs of our pupils and ensure that teachers plan in an adaptive way informed by rigorous assessments.
We can tailor the learning experience to match the pupil’s strengths and address learning needs as well as promote active engagement and increase meaningful comprehension and retention of knowledge.
Our approach emphasizes interactive and collaborative learning. Rather than solely relying on textbooks, we encourage pupils to participate in discussions and activities that foster critical thinking, problem solving skills and teamwork. Essential for creating lifelong learning into university and beyond.
Catherine Donnelly, the Head of Lower
School of Harrow Shenzhen, has shared
her educational concept and philosophy.
“At Harrow International School Shenzhen, our aim is to create independent, life-long learners and personalise their learning journey to ensure challenge and support. This ethos is the foundation of everything we do including our approach to assessment.
We do not just want our pupils to pass examinations and tests but to give them the tools to self-study and instill a passion for learning.”
Swipe left to read English version
为了做到因材施教，培养学生自主学习的能力，精准的评估体系是不可或缺的一部分。我们认为评估的目的在于让教师掌握每个学生的学习进度，及时发现并填补他们的学习短板，这样的课程设计与规划对于处于不同学习阶段的学生们至关重要。
我们的评估方式始于鼓励学生独立完成作业后，教师通过批阅指出学生的学习短板，并给出个性化的建议引导学生成长。
这样，哈罗深圳的教学计划才能真正符合学生的需求，而我们的教育也变得更具针对性。假如教师只使用课程或教材的目标来指导他们的教学计划，那么学生可能仍在学习已经掌握的内容，却无法识别出学生真正的短板。
评估方式不仅限于考试，实际上老师可以通过多种方式评估学生学习进度。这也确保了每个学生能不断提升自己并得到相应的支持。我们的评估方法包括：
作为评估周期的一环，教师将定期开会讨论学生的学业进展。会议中，我们将设定目标以支持学生克服学习难题，比如建议他们参加EAL英语辅导课程或者进行课堂实时支持。
而对于那些本身就很优秀的学生，我们也会特别关注，并给他们设定更具有挑战性的目标。
在哈罗深圳，我们对
每一位学生均悉心栽培，
培养他们终生学习的热情
和领导力潜能，
为其在未来取得卓越成就、
积极服务社会
而奠定坚实基础。
A precise assessment system to
tap the potential of every student
To achieve personalized teaching and cultivate students' ability for independent learning, a precise assessment system is an essential part. The purpose of assessment is to inform teachers of their pupil’s progress but also identify any gaps in their learning. This informs and guides the planning of lessons and is an integral part of the planning process to ensure a personalised approach for every pupil.
A unit of work starts with an independent piece of writing with no input from the teacher. The teacher will mark and assess this identifying any gaps in the pupils learning but also inform them on the next steps in learning.
This approach ensures a more personalised approach and ensures the curriculum and planning is meeting the needs of the pupils and not the other way around. If teachers only used the objectives of the curriculum or textbooks to guide their planning, then pupils potentially could be taught a lesson on content they have already mastered and barriers to their learning would not be identified.
Teachers are constantly assessing pupils progress through various methods in addition to more formal testing. This informs their planning and ensures every pupil is challenged and supported. Some of the methods we use are:
Running reading records to check accuracy and fluency of reading
Once a pupil can decode the text, we assess their comprehension skills (inference, prediction, retrieval, vocabulary, explanation, summarise)
Application of grammar in writing and speaking
Speaking and listening in group discussions and presentations
Writing composition and structure
As part of the assessment cycle, teachers will meet regularly to discuss pupils and their progress. During this meeting, a discussion about how to support pupils and an objective will be set on what they can be achieved to overcome any barriers to learning. This may result in pupils attending the EAL support classes or in class support.
Teachers not only discuss pupils who are not making accelerated progress but also those pupils who are making excellent progress. Objectives are also set for them to ensure they are challenged.
We invest in them, optimising their
lifelong learning interests and
leadership potential, preparing them
for a high-achieving future that
includes serving the wider community.
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450 years of British education,
academic pursuits, curriculum programmes, campus culture and
Leadership Education.
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