BIS 25-26 WEEKLY No.21 | 25-26年周刊第21期：跨学科融合，多元文化共育，让学习真实发生

2026-04-20 09:05发布于广东

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At BIS, from Early Years to Secondary School, learning comes to life in meaningful contexts, where creativity and critical thinking grow in every classroom. This week across the campus, our youngest learners transformed recycled materials into imaginative creations, primary students connected knowledge through rich cross-curricular experiences, and secondary students deepened their understanding through application and practice—different stages, the same focus; different pathways, shared growth.

Reception Lion Cubs: Creative Robots from Recycled Materials

Written by Ms. Lenka, April 2026

This week in our Chinese class, our theme was “Loose Parts – Man-made Materials.” In our daily lives, we are surrounded by the products of human creativity; these man-made items enrich our lives and provide convenience, but they can also cause significant environmental pollution, so we explored what we can do with discarded materials. In class, the children enthusiastically collected various man-made materials from around the classroom—some found colorful straws, others picked up pom-poms, and some discovered glass-like decorative gems—and we used these items to brainstorm what they could be assembled into: robots! Each child used their creativity and imagination to design and build a unique robot from these recycled materials, resulting in creations full of charm and originality. In addition, we learned the Chinese stroke “斜钩” (slanted hook) and practiced the characters “我” (I/me) and “找” (to find/look for), and the children also enjoyed playing word-building and sentence-making games to reinforce their learning.

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Year 5: Buongiorno Italy!

Written by Ms. Rosie , April 2026

Buongiorno from Year 5!

Get ready for International Day! Our stall celebrates Italy, and Year 5 is buzzing with creativity and high energy.

In Maths, we've researched Italian tourism data, creating waffle diagrams, dot plots and tally charts. In English and Global Perspectives, we're learning about Ancient Rome – from gladiator stories to aqueducts and the Colosseum – and preparing an educational play.

We've also been learning Italian in class! Don't be surprised if you hear "Ciao, signore!" or "Ciao, signora!" as our friendly Year 5 students call out to welcome you to our stall.

This cross-curricular learning has been so important – it connects every subject to a real purpose, which has made the children truly enthusiastic about the project. We also believe that diversity is a great strength, and learning about other cultures helps us grow into thoughtful, open-minded citizens.

Come visit our Italian stall on International Day. We can't wait to share our hard work with you!

Arrivederci!

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AEP Learning in Practice: Knowledge, Skills and Application

Written by Ms. Moi, April 2026

In recent AEP lessons, students have engaged in structured and practice-based learning activities across Biology and English, focusing on different learning objectives.

In AEP Biology lessons, building on the previous unit on ecosystems, all AEP Biology classes participated in an extended practical activity. Students used lightweight clay to construct models of ecosystem components, incorporating both biotic and abiotic elements, as well as representations of human impact on ecosystems. Upon completion, students explained their models using their own words and presented their ideas to the class. This activity aimed to strengthen students’ understanding of ecosystem structure and human influence, while also developing their academic communication and conceptual integration skills.

In AEP Year 9–10 Biology, students explored the topic of a balanced diet. Working in groups, they designed a full day of meals and calculated the total calorie intake based on reference data. The class then analysed and evaluated each group’s plan, determining whether it met the criteria of a balanced diet and suggesting possible improvements. This activity supported students in applying theoretical knowledge to real-life contexts, while developing data analysis and scientific thinking skills.

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In AEP Year 11 English, a small-group teaching approach was used to provide differentiated learning support. Students first engaged in targeted foundational skill practice based on their individual learning needs, including handwriting practice for those improving written clarity and vocabulary consolidation for those strengthening core language knowledge. This was followed by further language learning tasks. This structure aimed to consolidate foundational language skills, improve learning precision, and support steady individual progress.

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Measuring the World in Chinese: A Three-Day China Tour in HSK5 Class

Written by Ms. Aurora, April 2026

In a Grade 12 Chinese lesson, Aurora guided international students studying HSK5 through a task-based learning activity centered on the theme “A Three-Day Tour of a Chinese City.” Students took on the role of tour guides, applying the vocabulary and sentence structures they had learned to design and present their travel plan PPTs.

Before the task, Aurora helped students organize their ideas and introduced useful expressions for itinerary planning, sightseeing descriptions, and making recommendations. During the task, students worked collaboratively in groups, completing their projects step by step from selecting destinations and planning routes to structuring their language. Afterward, they presented their work in Chinese, using the language in a meaningful and authentic context.

Throughout the process, students demonstrated clear progress in their Chinese learning. They moved from relying on fixed patterns to expressing ideas more naturally, showing improvement in accuracy, fluency, and confidence. Their well-designed presentations brought cities such as Lijiang, Shanghai, and Beijing to life, showcasing the richness and diversity of Chinese culture.

This activity not only strengthened students’ ability to use Chinese, but also enhanced their intercultural understanding and practical communication skills. More real-world, task-based learning experiences will continue to be integrated into future lessons, allowing Chinese to be truly “lived” and used.

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在BIS，从幼儿园到高中，学习在真实情境中发生，创意与思考在每一个课堂中生长。本周的校园里，年幼的孩子用废旧材料搭建想象的世界，小学生在跨学科探究中连接文化与知识，中学生与高中生则在实践与应用中深化理解、提升表达——不同年龄，同样专注；不同路径，共同成长。

4-5岁 (Reception) 小狮班：用废旧材料创造机器人

作者：Ms. Lenka，2026年4月

本周中文课我们的主题是：松散的材料——人造材料。在日常生活中，我们身边充满了人类创意的结晶，这些人造物品丰富了我们的生活，给我们提供便利，但同时也可能造成巨大的环境污染。而我们能用这些废弃的物品做些什么呢？课堂上孩子们积极收集教室里的人造材料，有的孩子找到彩色吸管，有的孩子找到毛绒球，有的孩子找到玻璃仿真宝石，我们用这些人造材料进行头脑风暴，想想他们可以组装什么呢？机器人！课堂上每个孩子都发挥创造力和想象力，用这些废弃的材料创作出极具童趣且独一无二的机器人。另外我们还在课堂中学习了汉字笔画“斜钩以及文字“我，找”，并玩组词造句的游戏。

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五年级：意大利之旅开启！

作者：Ms. Rosie ，2026年4月

五年级跟你说“Buongiorno”（“早安”）！

准备好迎接国际日吧！我们班的展位将展示意大利文化，五年级正充满创意与活力地投入准备工作中。

在数学课上，我们研究了意大利旅游数据，并制作了条形图、点阵图和频数统计表。在英语和全球视野课程中，我们正在学习古罗马，从角斗士的故事到水道工程以及罗马斗兽场，并正在排练一部教育性戏剧。

我们还在课堂上学习意大利语！到时候你可能会听到孩子们热情地用“Ciao, signore!”（“你好，先生”）或“Ciao, signora!”（“你好，女士”）向大家问好，欢迎大家来到我们的展位。

这种跨学科学习方式非常重要，它将每一门学科与真实情境联系起来，让孩子们对项目充满热情。我们也相信多元文化是一种宝贵的力量，了解不同文化有助于我们成长为有思考力、开放包容的世界公民。

欢迎大家在国际日来参观我们的意大利展位，我们迫不及待想与大家分享我们的成果！

Arrivederci（后会有期）！

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AEP实践中的学习：知识、技能与应用

作者：Ms. Moi ，2026年4月

在近期的AEP课程中，学生围绕不同学习目标开展了结构化且具有实践性的学习活动，涵盖生物与英语学科。

在AEP生物课程中，基于前一单元“生态系统”的学习，各AEP生物班级开展了拓展性实践活动。学生使用超轻黏土构建生态系统的组成部分，并在模型中呈现人类活动对生态系统的影响。完成后，学生使用自己的语言对作品进行解释并向全班展示。该活动旨在强化学生对生态系统结构及人类影响的理解，同时提升其学术表达能力与概念整合能力。

在AEP 9–10年级生物课堂中，学生围绕“均衡饮食”主题展开学习。学生以小组形式设计一天的饮食结构，并依据参考数据计算总热量摄入。随后，全班对各组方案进行分析与评价，判断其是否符合均衡饮食的标准，并提出相应的改进建议。该活动帮助学生将理论知识应用于实际情境，同时发展数据分析与科学思维能力。

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在AEP 11年级英语课堂中，采用小班教学模式，实施差异化学习支持。课堂首先根据学生的个体学习需求开展基础能力强化训练，包括书写规范练习与词汇记忆巩固等内容，随后再进入后续语言学习任务。该教学安排旨在夯实语言基础，提高学习的针对性与有效性，从而支持学生的持续进步。

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用中文丈量世界：HSK5课堂里的“三日中国行”

作者：Ms. Aurora，2026年4月

在12年级的一堂中文课上，Aurora老师带领正在学习HSK5的外籍学生们开展了一次以“任务型教学法”为核心的学习活动。围绕“中国城市三日游”主题，学生们化身旅行社导游，综合运用所学词汇与句型，设计并制作旅行计划PPT成果展示。

任务前，Aurora老师引导学生们梳理表达思路，讲解如“行程安排、景点介绍和建议表达”等实用句型；任务中，学生们以小组形式合作探究，从目的地选择到路线规划，再到语言组织，逐步完成作品；任务后，学生们用中文进行展示与讲解，在真实语境中运用语言。

在这一过程中，学生们的中文能力得到了明显提升。从最初依赖模板表达，到能够较为自然地介绍城市特色、表达个人推荐与理由，他们在语言准确性、流利度和表达自信上都有进步。一份份内容丰富、设计精美的PPT，带领大家走进丽江、上海、北京等城市，展现了中国多元的文化与风土人情。

本次中文课堂活动不仅提升了学生的语言运用能力，也增强了他们的跨文化理解与实际沟通能力。未来，类似真实情境下的任务型学习将持续开展，让中文真正“用起来”。

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BIS 25-26 WEEKLY No.21 | 25-26年周刊第21期：跨学科融合，多元文化共育，让学习真实发生

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