繁体
繁体2026-02-02 08:50发布于广东
From Reception to A-Level, our BIS students have been discovering, imagining, and creating. From space adventures in Early Years, language and culture in Primary, flipped learning in KS3, to innovative literary projects in A-Level Chinese, curiosity and creativity are thriving at every stage.
Reception Class is Reaching for the Stars!
Written by Ms. Shan, January 2026
In this unit, we are embracing the theme “Blast Off” as we embark on an exciting journey into outer space. We’re exploring planets, astronauts, the moon, rocket ships, galaxies, and so much more, as we launch into a world of learning. The children have displayed remarkable creativity and enthusiasm as they engage in each task, eager to learn and discover. They have expressed curiosity about the moon, inquired about Saturn, and dreamt of visiting the sun. We have memorized three fantastic songs, including one titled Rocketship Run, which features truly fun and exciting movements. The second song, Learning Planets by Lingo Kids, is an upbeat tune that simplifies the learning of the names and order of planets in our solar system from the sun. Lastly, we have enjoyed Flying to the Moon by Super Simple Songs. Each child has fully embraced our activities, where creativity meets science, bringing their imaginations to life.
So far, we have completed a variety of activities, including:
Crafting a giant rocket from recycled materials, complete with control panels
Creating 3D planets using paper and clay
Designing clay astronauts and moons adorned with stars made from paper plates, clay, and paint
Developing solar projections
Decorating our classroom
Transforming ourselves into astronauts
Making 3D planet shakers
Looking ahead to next week, we will take on another exciting project, using a giant canvas to create our own galaxy. This unit has been phenomenal, allowing us to explore space while utilizing STEAM methods and diving into the world of inquiry.
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Reception Tigers’ Space Adventure
Written by Mr. Dillan, January 2026
Over the past few weeks, the Reception Tigers have been deeply engaged in an exciting and enriching unit of learning focused on space. Through a variety of well-planned, play-based experiences, the children have been exploring the moon, planets, and the wider world beyond Earth, nurturing both their curiosity and enthusiasm for learning.
Throughout the unit, the children have been introduced to new space-related vocabulary and concepts, while continuing to strengthen their early phonics skills, including sound recognition, blending, and word building. Daily opportunities for discussion and reflection have supported language development and encouraged children to confidently share their ideas, thoughts, and questions with peers and adults.
During focused learning sessions, the children worked collaboratively to design and construct their own spaceships. This process began with planning and drawing their ideas, followed by making decisions together about materials, shapes, and features. These experiences promoted creativity, problem-solving, cooperation, and early design thinking, while also supporting fine motor development.
Space learning has been meaningfully integrated across multiple areas of the curriculum. The children explored simple addition through practical, hands-on activities, created moon and crater artwork using a range of materials, and engaged in space-themed songs, stories, and movement activities. These cross-curricular experiences helped deepen understanding while maintaining high levels of engagement and enjoyment.
Daily classroom routines continued to play an important role in supporting holistic development. Conversations about the weather, days of the week, and emotions provided consistent opportunities to build communication skills, self-awareness, and social understanding.
It has been a pleasure to observe the Reception Tigers’ growing confidence, curiosity, and enthusiasm throughout this unit. Their willingness to explore, collaborate, and express their ideas has been a highlight of our learning journey. We look forward to building on these experiences as we continue to explore new and exciting topics together.
Flipped Learning
Written by Mr. Stuart, January 2026
Every teacher knows that there is never enough time in the classroom. Each classroom is a container that shapes learning but also limits it. Learning can become restricted to what time, behaviour and the unique dynamics of any class or day allow. There is always more!
‘Flipped learning’ helps to overcome this problem. It involves pre-learning (or at least reviewing) material to be learned. While this can apply to any subject, in mathematics it allows learners to read, mark and inwardly digest key concepts, ideas and methods, which might be lost in the hurly burly of the classroom.
There is a field of academic research that points towards the value of flipped learning generally and in mathematics in particular. A friend – a medical doctor – once remarked that his son and his peers were able to do the mathematics he had learned at school but they lacked the theoretical knowledge he had imbibed. This is perhaps to do with differences in attention span and the negative side of technology use today.
To excel at mathematics, we must ensure that learners can grasp both operations (‘doing sums’) and the fundamental reasoning that lies behind it. This is challenging in any situation, but can be particularly so for learners studying in a foreign language. With my KS3 classes, I take the simple step of asking them to read the chapter’s introduction and to complete around ten questions testing their grasp of the concepts behind the maths they will soon learn. I have found, over the years, that this improves the level of ‘talk’ in class while also allowing pupils to grasp concepts in private at their own pace. The classroom is calmer and more enjoyable if you understand what’s being taught!
Autumn in Chinese Class: Harvesting the Fruits of Language
Written by Ms. Michele, January 2026
As the autumn light spills over the classroom windowsills, our Chinese classroom is bathed in a warm glow. This fall, the children’s hands and hearts are weaving together the fruits of language.
Look at those focused eyes—the fourth-grade native speakers are cutting autumn into shape, turning lines of poetry like fallen leaves into bookmarks, so that every turn of a page holds a moment of gold. The third-grade non-native speakers, with paper cups and string, are quietly stringing up their first “vine of voices,” letting their first Chinese words tremble and take root in the crisp autumn air.
The younger explorers are building their first sound castles with phonetic blocks, while those already wandering freely along the path of language have begun their own “autumn harvest,” gathering playful words from daily life. On the highest branches, ripened knowledge transforms into laughter and friendly challenges—characters leap between team games, and culture grows full, like autumn fruit, through thought and cooperation.
Here, Chinese is not a distant lesson, but a tangible, creative, shared present. As the cool breeze brushes by, we believe that every heart gently touched by stories and experiences will quietly nurture a seed of light this autumn.
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Empowering through Art, Enhancing Learning throuch Skill
— Unlocking New Approaches to Studying The Red Shirt without Buttons in A-Level Chinese Class
Written by Ms. Nakha, January 2026
To break away from the monotony of traditional literature lessons and enhance the interest and practicality of A-Level Chinese learning, our A-Level Chinese class centred on the classic work The Red Shirt without Buttons and carried out the themed practical activity: “Understanding Characters·Designing Covers· Freezing Classics.” Under the guidance of Miss Nakha, students conducted in-depth analyses of the main character, An Ran, integrated information technology with literary aesthetics to design personalised book covers, and finally printed and bound their creations, allowing each student to have a tangible, unique outcome while deepening their understanding of the text. As shown in the image:
An Ran’s independence, stubbornness, and purity are key to understanding this novel. This activity departed from the traditional “teacher lectures, students listen” model, using character analysis as the foundation and creative practice as the vehicle to build an engaging classroom. Students were guided to explore An Ran’s personality and historical significance through discussion and sharing of ideas, actively constructing their own interpretations of the character.
The activity also incorporated information technology, combining literature with digital creation. Miss Nakha guided students to translate their understanding of An Ran into visual works using IT software: focusing on The Red Shirt without Buttons as the core, students used vibrant colours to highlight her rebellious yet sincere nature. This not only strengthened their IT skills but also achieved the integration of reading, emotional reflection, and aesthetic creation.
This practical activity is a vivid example of merging engaging classroom methods with technology-enhanced teaching. By designing their own book covers, students gained a deeper understanding of the protagonist An Ran and experienced the joy of A-Level Chinese learning, breaking away from the perception of classic literature as obscure or inaccessible.
Each book was labelled with the student’s name, reflecting their unique interpretation of the character, as shown in the images:
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从幼儿园到A-Level，我们BIS同学们一直在探索、想象与创造。从幼儿园的太空探险、小学的语言与文化学习、KS3（Key Stage 3，对应初中阶段）的翻转课堂，到A-Level中文的创新文学项目，每个阶段都充满了好奇心与创造力。
Reception Lions（4-5岁小狮班）冲向星辰！
作者：Ms. Shan，2026年1月
在本单元中，我们以“Blast Off（起飞）”为主题，开启了一段激动人心的太空探索之旅。我们一起探索了行星、宇航员、月球、火箭、银河系以及更多神奇的宇宙奥秘。孩子们在每项任务中都表现出了非凡的创造力和热情，充满了学习和发现的渴望。他们对月球充满好奇，询问土星，并梦想着有一天能去太阳探险。在这一单元里，我们一起学会了三首精彩的歌曲：《Rocketship Run》，配合有趣而充满动感的动作，让孩子们乐在其中；《Learning Planets》（Lingo Kids），节奏轻快，帮助孩子轻松记住太阳系各行星的名称与顺序；《Flying to the Moon》（Super Simple Songs），让孩子们在歌声中体验飞向月球的乐趣。每位孩子都全身心投入到活动中，在创造力与科学学习的交汇处，让想象力自由绽放。
到目前为止，我们完成了丰富多彩的活动，包括：
利用回收材料制作大型火箭，并设计控制面板
用纸张和黏土制作立体行星
设计黏土宇航员与装饰着星星的月球（结合纸盘、黏土与颜料）
制作太阳投影
装饰教室
扮演宇航员
制作立体行星摇铃
展望下周，我们将开启另一个激动人心的项目——在巨大的画布上共同创作属于我们的银河。
本单元极富意义，让我们在探索太空的过程中充分运用STEAM方法，深入探究学习，感受探索的乐趣。
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Reception Tigers（4-5岁小虎班）的太空探险之旅
作者：Mr. Dillan ，2026年1月
在过去的几周里，Reception Tigers（4-5岁小虎班）全身心投入到一个令人兴奋且充实的太空主题学习单元中。通过一系列精心设计的、以游戏为基础的体验活动，孩子们探索了月球、行星以及地球之外的广阔世界，同时培养了他们的好奇心和学习热情。
在整个单元中，孩子们接触了许多与太空相关的新词汇和概念，同时继续巩固早期拼读技能，包括声音识别、拼读和造词。每天的讨论与反思活动，为语言发展提供了支持，并鼓励孩子们自信地与同伴和老师分享自己的想法、观点和问题。
在集中学习环节中，孩子们合作设计并建造自己的飞船。这一过程从规划和绘制构思开始，随后共同决定材料、形状和功能等细节。这些活动不仅促进了创造力、解决问题能力、合作精神和早期设计思维的发展，同时也有助于精细动作技能的提升。
太空主题的学习还与课程的多个领域有机融合。孩子们通过实践活动探索简单的加法，用多种材料制作月球与陨石坑艺术作品，并参与太空主题的歌曲、故事和运动活动。这些跨学科体验不仅加深了理解，也保持了高度的参与感和学习乐趣。
日常课堂常规仍然在支持孩子的全面发展中发挥着重要作用。关于天气、星期几及情绪的交流，为孩子提供了持续的机会，帮助他们建立沟通能力、自我认知和社会理解。
Reception Tigers（4-5岁小虎班）在本单元中的成长令人欣喜。他们在探索、合作和表达想法方面表现出的积极性，是我们学习旅程中的一大亮点。我们期待在未来的学习中，继续在这些经验的基础上，一起探索更多新颖且充满乐趣的主题。
翻转课堂
作者：Mr. Stuart ，2026年1月
每位教师都清楚，课堂时间永远不够用。每个教室既是学习的容器，也在某种程度上限制了学习。学习往往受制于时间、课堂行为以及特定班级或某一天的独特氛围。总是有更多可以探索的内容！
“翻转课堂”正是为了解决这个问题而出现的。它强调在课堂前进行学习（或者至少预先复习）所要学习的内容。虽然这一方法适用于任何学科，但在数学中尤为有效：学生可以先阅读、标注并内化关键概念、思想和方法，这些内容在课堂的喧嚣中可能会被忽略。
学术研究表明，翻转课堂在教育中具有一定价值，尤其在数学教学中更为明显。一位朋友——一名医学博士——曾提到，他的儿子和同龄人能够掌握学校所学的数学技能，但缺乏他当年所吸收的理论知识。这或许与注意力持续时间的差异以及现代科技使用带来的负面影响有关。
要在数学上取得优秀成绩，我们必须确保学生既掌握操作技能（“做算式”），也理解其背后的基本逻辑。这在任何情况下都具有挑战性，但对于使用外语学习的学生尤为困难。以我教授的KS3（Key Stage 3，对应初中阶段）班级为例，我会采取一个简单的方法：让学生先阅读章节导言，并完成大约十道题目，以检验他们对即将学习的数学概念的理解。多年来，我发现，这不仅提高了课堂讨论的质量，也让学生能够在私人时间以自己的节奏理解概念。如果学生能够理解所学内容，课堂氛围会更加安静且愉快！
中文课的秋天：在课堂中收获语言的果实
作者：Ms. Michele，2026年1月
当秋日的流光漫过教室的窗台，我们的中文课堂也染上了一层温暖的色彩。这个秋天，孩子们的手指与心灵，正一同编织着属于语言的果实。
你看，那些专注的眼神——四年级母语班的孩子正裁剪秋色，将落叶般的诗句凝成书签，让每一个翻页的瞬间都住进一片金黄; 三年级非母语班的孩子，则用纸杯和线，悄悄拉起了第一条“传声的秋藤”，让初次吐露的中文词句，在秋日的空气中轻轻震颤、生根。
更小的探索者们，正用拼音的积木，搭建起自己第一座声音的城堡；而已经能自在奔跑在语言小径上的孩子，则围绕生活中那些有趣的词语，开始了属于他们的“秋日采集”。在最高的枝头上，成熟的知识正化作一场场欢笑与角逐——汉字在团队游戏间跳跃，文化在思考与合作中，像秋果一样饱满落地。
在这里，中文不是遥远的功课，而是可以触摸、创造和分享的当下。当凉风拂过，我们相信，每一颗被故事和体验轻轻叩响的心，都会在这个秋天，悄悄结出一粒光的种子。
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以艺赋能，以技促学
——A-Level中文课堂解锁《没有纽扣的红衬衫》学习新方式
作者：Ms. Nakha，2026年1月
为打破传统文学课堂枯燥感，提升A-Level中文学习的趣味性与实践性，我校A-Level中文课堂围绕经典篇目《没有纽扣的红衬衫》，开展了“读懂人物·设计封面·定格经典”主题实践活动。作为授课教师，Miss Nakha带领学生深度解读核心人物安然后，融合信息技术与文学审美设计专属封面，最终将作品打印装订成册，让每位学生都拥有专属成果，在实践中深化对作品的理解。如图所示：
安然的独立、倔强与纯粹，是理解这部小说的关键。本次活动摒弃“教师讲解、学生倾听”的传统模式，以人物解读为基础、实践创作为载体，打造趣味课堂，引导学生通过讨论、观点分享，深入剖析安然的性格与时代意义，主动构建对人物的认知。
活动融入信息技术，实现文学与数字创作的结合。Miss Nakha引导学生结合作品主旨运用信息技术软件，将对安然的理解转化为视觉作品：以“没有纽扣的红衬衫”为核心，用热烈色调凸显其叛逆真诚，既锻炼了信息技术能力，也实现了“读文、悟情、创美”的提升。
此次实践活动，是趣味课堂与信息技术融合教学的生动尝试。希望学生通过亲手设计封面，读懂小说主角安然，也感受到A-Level中文学习的乐趣，打破对经典作品的晦涩印象。
每本都标注学生姓名，承载着他们对人物的独特解读，如图所示：
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声明：本文内容为国际教育号作者发布，不代表国际教育网的观点和立场，本平台仅提供信息存储服务。
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