BKIK consistently adheres to the educational philosophy and principles of the International Baccalaureate Organization (IB), aiming to cultivate students with a global perspective. In pursuit of this goal, we prioritize the development of students’ knowledge, skills, and attitudes, encouraging active engagement in daily learning processes and collaborative exploration with their teachers.

汇悦天启幼儿园一贯秉承国际文凭组织（IB）的教育理念和宗旨，旨在培养学生成为具有国际视野的全球公民。为此，我们着重培养学生的知识、技能和态度，让学生积极参与到日常的学习过程中，与老师一同探究。

The purpose of the Learning Journey is to focus not just on outcomes, but on the process of learning as well. The crux of the IB is on the process of academic development - essentially “learning how to be learners”.

This involves what is called “student agency”, which is defined as: “choice, voice and ownership in one’s learning”.

“学习之旅”的核心在于关注学生学习过程，强调“学生能动性”，即学生在学习中的选择权、发言权和自主权。

The IB philosophy focuses on the teacher as more of a facilitator rather than a director and the students taking more of an active role in deciding what they want to learn. The curriculum is not fixed, but ever adapting and evolving based on individual classes and Units of Inquiry year on year.

国际文凭课程强调教师是引导者，而学生是积极主动决定研究方向的个体。课程的灵活性使其能够根据每个班级的状况逐年调整和发展。

Collaboration, revision and reflection are also very important components of the IB philosophy and we at BKIK showcased this during the - most recent Learning Journey as well as throughout each and every Academic Year.

合作、重温和反思是国际文凭教育理念中十分重要的组成部分，这在“学习之旅”活动和日常教学中都得到了体现。

● Students to be the centre of the lesson.

     学生成为学习的主体

● The evolution of transdisciplinary learning: Students progressively advance through the stages of “making conclusions” and “taking action” as part of the inquiry cycle methodology.

      探究性学习的发展：学生逐步得到“得出结论”和“采取行动”的阶段

● Showcasing students’ learning achievements.

    展示学生的学习成果

The classes were held in an “open format”, meaning that the parents and caregivers were invited to be a part of the class and witness the structure of how classes were conducted.

此次“学习之旅”将邀请家长走进课堂，与学生和老师一起学习，成为课堂的一分子。

They were divided into four divs:

1）Large Group Instruction

2）Small Group Learning Centres

3）Physical Education (P.E.) and finally

4）Music/Cantonese

整个探究活动划分为四个阶段：

1）班级探究课程；

2）小组活动；

3）体能活动；

4）粤语音乐。

This highlighted the core of what BKIK stands for - a trilingual learning environment that is student-led.

我们希望通过活动让家长了解学生是如何在两文三语的环境下主动进行学习的。

Within the IB Primary Years Programme (IBPYP), classroom inquiry activities are designed to encourage the collective participation of students within the entire class. Through collaborative efforts, students deepen their understanding of the subject matter.

在IBPYP中，班级探究活动旨在促使整个班级的学生共同参与，通过集体合作来深化对学科内容的理解。

During the Unit of Inquiry (UOI), students integrate theoretical knowledge with practical applications through hands-on activities, enhancing their comprehension of concepts.

学生在班级探究活动中通过实践性元素，将理论知识和实际应用相结合，深化对概念的理解。

The emphasis in these activities is on active student involvement, fostering curiosity through questioning and discussions, ultimately cultivating their interest in the subject matter.

探究活动注重学生的主动参与，通过提问和讨论等环节激发学生的好奇心，培养他们对学科内容的兴趣。

The IB methodology is committed to fostering the holistic development of students, and small group learning centres serve as a teaching approach to promote collaborative learning and transdisciplinary understanding.

我们致力于培养学生全面发展，而小组活动则是一个促进学生合作学习和超学科理解的教学活动。

Teachers design various learning centres based on the current UOI. These centres aim to encourage active student participation, deepening their understanding of knowledge through teamwork and interaction.

Simultaneously, the design of small group activities places a strong emphasis on transdisciplinary learning, integrating knowledge and skills from different subjects. Students collaboratively research, discuss, and showcase their learning outcomes within their groups.

老师会根据当前探究的单元设计各种小组活动。这些活动旨在鼓励学生积极参与，通过团队合作与互动来深化对知识的理解。

同时，小组活动的设计着重于超学科学习，将不同学科领域的知识和技能结合起来。学生们会在小组内共同研究、讨论，并展示他们的学习成果。

Parents play an active role in learning centres as well. They engage in learning activities, observe the students’ learning processes, pose questions, and interact with both students and teachers.

This parent-school collaboration not only deepens the understanding of parents and students regarding the learning process but also enhances the connection between the school and families.

家长在小组活动中也发挥着积极的作用。他们参与到学习活动中，观察学生的学习过程，提出问题，并与学生和老师进行互动。

这种家校合作不仅加深了家长和学生学习的理解，还促进了学校和家庭之间的紧密联系。

In the everyday UOI, teachers showcase students' learning progress in various forms such as photo documentation, anecdotal notes, records, and project displays. This enables students to reflect on their progress and facilitates further learning from existing knowledge.

在日常的探究课程中，老师们会将学生的学习过程以不同形式展示出来，如图片记录、文字记录、作品展示等，以便学生更好地进行反思和就已有的知识进一步学习。

Meanwhile, as group activities unfold, students from different grade levels can lead parents on tours of their classrooms and share insights into their regular learning achievements.

在小组活动进行的同时，小中大班的学生可以带领家长们参观他们的课室以及介绍他们平时的学习成果。

During learning centres, we encourage students to take on the role of leaders, confidently and actively explaining their work to parents. This fosters the courage to express what they have learned and present the most authentic learning outcomes.

我们鼓励学生作为活动的主导者，自信且主动地给家长讲解自己的作品和学习内容，敢于表达自己所学、展示最真实的学习成果。

The curriculum framework and specialist activities at BKIK complement the Units of Inquiry (UOI). Specialist activities are not based on single-subject learning but rather involve integrated learning that connects with transdisciplinary themes and real-life experiences.

During this Learning Journey, parents had the opportunity to participate in physical education and Cantonese music activities. 

天启幼儿园的课程框架与专科活动是与探究单元（UOI）相辅相成的。专科活动不是基于单学科的学习，而是与跨学科主题与现实生活经验相联系的综合学习。

在本次“学习之旅”中，家长有机会参与到体能活动和粤语音乐活动的课堂。

Through physical activities, students cultivated teamwork and individual skills while emphasizing the importance of physical and mental well-being.

通过体能活动，学生们在锻炼中培养团队协作和个体技能，强调身心健康的重要性。

In Cantonese music activities, students immersed themselves in the delightful atmosphere of Cantonese music, experiencing the beauty of language and promoting language skills and cross-cultural awareness.

而在粤语音乐活动中，学生在愉悦的粤语音乐气氛中感受语言的美妙，促进语言能力和跨文化意识。

The Learning Journey served as an activity to showcase student learning outcomes, foster parent-school collaboration, and contribute to a deeper understanding of the IB philosophy within the BKIK. We sincerely appreciate the presence and participation of every parent, as you enriched our event with diverse experiences.

“学习之旅”是一个展示学生学习成果、促进家校合作，并有利于天启学习社群深化对IB理念的理解的活动。我们衷心感谢每一位家长的到来和参与，让我们的活动变得更加丰富多彩。