EY4 Transition Session | 教育的连贯性：爱莎科学城如何让孩子在“无感”中跨越幼小衔接？

Strands of spaghetti rise in the hands of eager young builders, with marshmallows anchoring the key nodes of their structures. Here, there are no "standard answers"—only questions that spark further discovery.

一根根意大利面在孩子的手中竖起，棉花糖连接着结构的关键节点。教室里没有标准答案，只有不断被提出的问题。

This week, we hosted a transition session for our EY4 families. Led by our Grade 1 Homeroom Teachers, they stepped into the primary classrooms for an engaging STEM inquiry: "How to build the most stable freestanding tower?" Following this, our Elementary Leadership shared deeper insights into the curriculum and transition support, bridging the gap between classroom practice and educational logic to empower parents with professional confidence.

本周，我们举行了幼小衔接体验活动。在一年级主班老师的带领下，来自大班的在校家庭走进一年级课室，进行了一节妙趣横生的STEM探究课：“如何搭建一座最稳固的自立塔？”随后，幼小领导团队还向家长深度解码了课程架构与衔接支持，使课堂体验转化为系统的教育逻辑，赋予家长更从容、专业的升学视角。

Before the hands-on work began, teachers refrained from providing blueprints. Instead, through a rich tapestry of visuals, gestures, and dialogue, they guided the students to grasp core concepts such as "Base," "Engineer," and "Structure." The children responded with curiosity and questions, refining their designs through trial and error, and gradually sensing the logic and trade-offs behind every structural choice.

动手之前，老师并没有直接给出图纸，而是通过图片、动作与对话，引导孩子理解 “Base (地基)”“Engineer (工程师)”“Structure (结构)” 等核心词汇。孩子们主动回应、提问，在反复尝试中调整方案，逐渐触摸到结构背后的逻辑与取舍。

This constant thread of critical thinking is more than just a classroom activity; it is a vivid snapshot of daily life at ISASC. As a consistent K-12 IB school, we purposefully align our pedagogy and learning pace starting from the Early Years. When the habits of inquiry, expression, and reflection are established even before formal knowledge is introduced, the child’s journey begins with a far more resilient core.

思考贯穿着课堂的始终，而这只是爱莎科学城学习日常的一个切面。作为一所K12全流程IB学校，从幼儿园阶段开始，我们就对教学方式与学习节奏进行了连贯设计。当“探究、表达与反思”的学习方式先于知识被建立，成长的起点便拥有了更稳固的内核。

At ISASC, we firmly believe that the earlier a learning framework is established, the more natural and holistic a child’s development becomes. This "earliness" is not about premature rote-learning; rather, it is about leveraging developmentally appropriate stages to systematically cultivate a child’s ability to think and inquire in a bilingual context.

在爱莎科学城，我们笃信：学习方式建立得越早，孩子的发展越自然、越完整。这里所说的“早”，并非抢跑式的知识灌输，而是在符合发展规律的阶段，通过系统而连贯的课程设计，帮助孩子逐步形成用双语思考、探究世界的能力。

▲Class of 2025 EY4 students confidently presenting their findings at the "Sharing the Planet" Unit of Inquiry (UOI) exhibition. At this stage, inquiry, expression, and reflection have already become second nature.

▲25届大班孩子在“共享星球”探究单元展览上，自信向社区展示自己的研究成果。这一刻，探究、表达与反思已内化为他们的自然习惯。

From EY1 to EY3, we follow the UK EYFS framework to inspire innate potential, while integrating the Chinese National Curriculum (CNC) in our Chinese programme to establish a robust cultural foundation.

During the pivotal EY4 transition year, we fully implement the Year 1 UK National Curriculum, complemented by our Elementary Elective Language Programme (English, Chinese, Japanese, and Korean). This holistic alignment ensures that inquiry mindsets and classroom expectations are internalized as "muscle memory."

在小小班到中班阶段，学校遵循英国国家早期教育大纲启发天性；在中文教学上，我们融合中国国家课程标准以夯实文化根基。

进入大班衔接关键期，我们前瞻性地全方位推行英国国家课程标准中一年级（Year 1）的教学内容，并推行包含英、中、日、韩的幼小语言选修项目，与全人教育理念深度融合，推动学术、社会情感与学习习惯的并行发展。这种贯通设计，让探究思维与课堂规范在早期便内化为“肌肉记忆”。

While others may face "culture shock" from shifting models, our students excel from day one. For them, Primary school is not a burdensome adjustment, but a natural, seamless progression.

相较于后来者仍需费力消解教育差异带来的“文化冲击”，我们的孩子在进入小学的第一天，便已在熟悉的探究路径中全力起跑。对他们而言，学习不再是适应新规则的负担，而是一种持续发生的自然本能。

The learning pathway established from the Early Years is clearly validated by our students' academic milestones:

这套从幼儿园阶段开始建立的学习路径，也在孩子的学业表现中得到了清晰印证：

73%

73% of EY4 students scored at or above the global benchmark for native English speakers in external assessments.

73% 的大班学生在英语外部评估中，高于或达到同龄英语母语学生的平均水平；

▲ G1 student english workbook examples

▲ 一年级英语作业展示

100%

100% of EY4 students scored at or above the average performance of their English-speaking peers in external mathematical assessments.

100% 的大班学生在数学外部评估中，高于或达到同龄英语母语学生的平均表现。

▲ G1 student maths workbook examples

▲ 一年级数学作业展示

These results are not the product of short-term intensive training, but rather the organic outcome of a long-term, systematic journey. When language is no longer a barrier to understanding subject matter, and when inquiry becomes second nature, academic excellence follows as a matter of course.

这些数据并非短期强化的产物，而是长期系统学习的自然呈现。当语言不再是理解学科的障碍，当思考与探究成为本能，优异的学术表现便水到渠成。

▲ During the transition sessions, EY4 students engage naturally in inquiry and refine their ideas—a direct reflection of this learning pathway in a real-world classroom setting.

▲ 在衔接课堂上，孩子们自如地参与探究与修正思路，正是这一学习路径在真实场景中的直接体现。

How do our students adapt so smoothly to the challenges of Grade 1? The secret lies in how we bridge the gap between "subjects" and "skills."

为什么我们的孩子能如此平滑地适应一年级的高挑战？秘密在于我们架构起了“学科”与“能力”的桥梁。

Many parents naturally worry about whether their child has "memorized enough" for primary school. At ISASC, however, we focus on the transfer of skills. As seen in our STEM session, language isn't learned through isolated flashcards, it is woven into our transdisciplinary units and real-world problem-solving. Academic readiness isn't about repetitive drills; it’s about a cycle of questioning, testing, and reflecting.

在传统的幼小衔接中，家长往往焦虑于知识点的储备。但在爱莎科学城的幼儿园阶段，我们更关注“能力的迁移”。正如那堂STEM课所示，语言习得不是孤立的单词卡片，而是贯穿于探究单元与解决问题的全过程；学术准备也不是枯燥的习题，而是被包裹在提问、假设与验证的闭环中。

Beyond academic inquiry, social-emotional learning is systematically nurtured from the very beginning. By utilizing frameworks like Kelso’s Choices for conflict resolution and the Second Step/KSCPC curricula for safety and responsibility, we help students internalize essential life skills. These systems are seamlessly aligned with our Primary school’s expectations, ensuring a consistent behavioral foundation.

不仅是思维方式，社会情感能力的培养同样在早期便已系统展开。我们引入“Kelso的选择”引导孩子练习冲突解决，并通过Second Step 与 KSCPC 课程构建社交安全感与责任心。这些在幼儿园阶段便开始深化的行为准则，与小学部的支持体系一脉相承。

▲During the Pink Shirt Day of our Well-being Week, students wear pink to take a stand against bullying. This is a living reflection of our curriculum, nurturing responsibility and empathy in daily practice.

▲在“人文关怀周”的“粉红T恤日”活动中，孩子们身着粉红衬衫，以行动践行反霸凌承诺。这是学校课程在日常生活中培养责任感与同理心的真实缩影。

The earlier children enter this environment, the faster these soft skills become learning approaches. When a child learns to observe like a scientist and build like an engineer in their Early Years, they don't need an "adjustment period" for Grade 1. Independence, teamwork, and responsibility are already part of their daily routine. This continuity of mindset is what truly empowers our students to excel in the long run.

越早在这个环境中熏陶，这些软实力就越能内化为孩子的学习方式。当孩子在幼儿园时期就习惯了像科学家一样观察、像工程师一样构建，进入小学阶段的探究式学习就不再需要“磨合期”，独立性、合作意识与责任感早已在日常中养成，这种思维模式的连贯性，才是支持孩子走得更远的真正动力。

As the session draws to a close, the spaghetti towers take shape across the tables. The learning doesn’t stop with the bell; students continue to reflect on their structures' balance or discuss ways to improve.

活动尾声，桌面上的意大利面塔逐渐成形。孩子们并未因下课而停止思考，有人在复盘结构的重心，有人在讨论改进的方案。

This is exactly the state of learning we strive for at ISASC.

这正是爱莎科学城所期待的学习状态。

Returning to our opening question:

回到课堂开始时的那个问题：

Where is the base?

地基在哪里？

We believe that in education, a "base" is more than just a collection of facts. It is a complete and sustainable way of learning.

对于孩子的教育而言，“地基”不只是当下的知识储备，更是一套完整的、可延续的学习方式。

Education is an art of time. By joining this consistent ecosystem from the Early Years, a child’s cognitive foundation is protected from the "friction" of switching between different systems. This allows them to dedicate their most precious developmental years to building upward. 

从幼儿园阶段开始，越早进入这样连贯的教育生态，孩子的思维地基就越能避免切换磨损，将宝贵的成长期全部用于向上的构建。

When learning is no longer a series of difficult adjustments, but a process of natural growth, every future ascent will be more confident and empowered.

当学习不再是一次次艰难的适应，而是一场自然而然的生长，未来的每一次攀登，都将更加从容有力。