对于学龄前教育来说，结合早期（教育）基础阶段（EYFS）和国际文凭组织（IB）是一个全面且有效的方法。它结合了两个受人尊敬的教育框架，两个框架都强调儿童的整体发展以及探究和基于游戏的学习。EYFS提供了一个结构化的框架来评估和跟踪儿童的进步，而当它与IB结合时，在此基础上还能够提供给儿童的发展提供更全面的方式。IB鼓励从幼儿期（2-7岁）开始培养儿童的全球视野和国际思维。让孩子们知道如何尊重多样性以及欣赏不同的文化对于具有全球视野的家庭来说十分重要。我校的第一个跨学科主题"我们是谁"受到了学生和老师的热烈欢迎！ 

Combining the Early Years Foundation Stage (EYFS) & the International Baccalaureate (IB) is a comprehensive and effective approach to early years education. It combines two respected educational frameworks, and both frameworks emphasize the holistic development of the child as well as inquiry and play-based learning. The EYFS provides a structured framework for assessing and tracking children’s progress and when combined with the IB, it provides a comprehensive way to monitor and support children’s development over time. IB encourages a global perspective and international mindedness from an early age. Respecting diversity and appreciating different cultures is highly valuable for families with a global outlook. Our school’s first transdisciplinary theme, “Who we are” was embraced by students and teachers alike!  

Pre-K China本次主题的中心思想集中在儿童和他们的家庭、家庭如何培养孩子的归属感，以及如何帮助他们成长。 通过不同的学习活动，孩子们充满了好奇心。此次主题中老师们鼓励他们思考生活中对他们来说重要的人和事，例如他们的父母、（外）祖父母、他们的宠物和他们的家。

Pre-K China’s central idea focused on the children and their families, how families foster a sense of belonging within the child and how it helps them to grow.  Through different learning activities, the children’s curiosity was peaked, and they were encouraged to think about the people and things which are important in their lives, for example, their parents, grandparents, their pets and their homes. 

孩子们一起在老师制作的手工房子上进行装饰，并在其中放置了迷你家具物品以及手指玩偶。在他们的班级里，这栋房子已经成为了他们游戏中最爱的一部分！

The teachers made two cardboard houses and the children decorated it and placed small furniture items in it as well as finger puppets. Their houses have become an important toy in the classroom! 

孩子们在一起谈论了他们的家人，还倾听了解了班级朋友的家人。接着他们装饰了自己的全家福，并将全家福固定上墙，成为了班级环创的一部分，这也很大程度上增强了小朋友们对于幼儿园的归属感，缓解了宝贝们的分离焦虑，孩子们也更喜欢自己的班级了！

The children spoke about their family members and learned about their friends’ families. They made family portraits which are displayed in the classroom, which has made the classroom more welcoming, and the children have less separation anxiety because they can easily see their family members in their classroom. 

孩子们跟老师了解了他们的身体和身体部位，并制作了漂亮的光影小人，贴在了教室的窗户上！

The children learned about their bodies and their body parts and made pretty suncatchers which are displayed on the classroom window!

慢慢地，他们的话题延伸扩展到关于宠物的讨论。他们向班级小朋友们展示他们的宠物的照片，谈论他们的宠物，然后选择了自己喜欢的动物，制作了动物肖像图。

They expanded their learning into discussions about pets, presenting photos of their pets to the class, talking about their pets, and then making animal portraits for the classroom. 

K1-Rwanda & England: 这是我！This is Me!

K1的中心思想集中在“我拥有的能力”上。通过各种各样的活动，孩子们能够了解自己、了解自己的身体、以及他们已经拥有和还没有的技能。活动的重点是培养孩子们的独立性和思维能力，以及通过独立和小组完成某些事情和任务来建立信心。孩子们学会了积极应对挑战，展现了他们的创造力，表现出了良好的适应能力以及对掌握新技能的信心。孩子们通过游戏更多地了解了他们自己的身体部位，并找到了拥有相同技能的朋友，他们在尝试着使用不同的材料制作自己的五官。

The central idea in K1 had a focus on "the abilities we have". Through a variety of activities, the children got to know themselves, their bodies, and the skills that they have and do not have. Activities were focused on fostering independence and thinking skills, as well as building confidence through being able to achieve certain things and complete tasks, both independently and in small groups. The children learned to approach challenges enthusiastically, to stimulate their creativity and to show resilience and commitment to mastering new skills. The children learned more about their own body parts through games and found friends who have the same skills they have. They used different materials to make their own faces. 

通过仔细观察、触摸、倾听、嗅觉和品尝，小朋友们感知了五种感官具有不同的功能。他们通过“情绪小怪兽”了解自己的情感，并制作了自己的情绪小怪兽。孩子们在一起讨论发现"我能做什么，我不能做什么"，然后通过“技能挑战”来判断他们是否能完成不同的大肌肉运动和精细动作的活动，并在自己的记录表上标注记录。他们还学习练习了一些生活技能，如刷牙，叠衣服以及扣钮扣。

Children also discovered that the five senses have different functions by looking carefully, touching, listening, smelling, and tasting. They learned about their emotions through "Emotion Monsters" and made their own emotion monsters. The children talked about "what I can do and what I cannot do" through discussion and then they used the "skills challenge" to judge whether they could complete different gross motor and fine motor activities and marked their progress on their own progress sheet. They also focused on certain life skills, such as brushing teeth, folding clothes, and buttoning buttons. 

在K2 Madagascar，中心思想集中在友谊上，包括对自己的理解以及建立自己和他人之间的联系。通过活动和游戏，孩子们了解到欣赏他人的价值，有效沟通的重要性以及如何共同努力实现共同目标。在这个单元里，孩子们培养了责任感和以及如何坚持原则。在轻松愉快的课堂环境中，孩子们和自己的朋友们合作，制作做了自画像木头小人，并尝试了双人瑜伽动作。

In K2 Madagascar, the central idea focused on friendship, understanding of ourselves and bridging connections between ourselves and others. Through activities and games, we learned the value of appreciating other people, how important it is to communicate effectively and how to work together to achieve common goals. The children have fostered responsibility and principled behaviour throughout this unit, learning to work with their friends to create a happy classroom environment. The children made self-portraits and participated in pairs yoga. 

老师们还将学习2D和3D形状融入到一个具有挑战性的图形配对活动中，孩子和伙伴一起合作，两人配合使用棉花糖和牙签挑战搭建了2D和3D结构。

Teachers incorporated learning about 2D and 3D shapes into a challenging pairs activity, where the children built up 2D and 3D structures together. 

大家一起讨论了什么是好朋友，如何正确地和朋友相处，接着反思了自己和周围的世界。基于此，他们一起完成了一项分类活动，孩子们通过思考，区分了与朋友相处中好的以及不好的行为。孩子们学会了如何赞美自己的朋友，做了一个"友谊花圈"，并把它装饰在班级的墙面上，时刻提醒自己: 我们可以有很多朋友，并且能维持一个良好的关系。

They had discussions about what constitutes a good friend, and how to behave in an appropriate manner, reflecting on themselves and the world around them. We completed a sorting activity, where the children differentiated between good and not so good friend behaviour, demonstrating their thinking skills. The children learned how to pay each other compliments and made a friendship wreath, to remind themselves that we can have many friends and good relationships, in our classroom and in other environments. 

K3-Greece的中心思想集中在他们自身，以及探索了他们所在的社会。通过讨论和接触不同的文化、种族和国家，儿童们打开了对世界多样性的认知，对世界各地文化以及对社会环境产生了欣赏及兴趣。孩子们开始了解到了，他们所在的社会不仅是他们自己的社会，更是一个全球性的社会。他们探究了中国的不同民族，并讨论了民族与种族的不同。在整个单元中，孩子们的批判性思维能力得到提升，并被鼓励打开思想、包容万物。

K3-Greece’s central idea focused on the children, and explored the community in which they belong. Through discussions and exposure to different cultures, ethnicities and countries, the children opened their minds to the diversity in the world, developing an appreciation for their communities and communities around the world. The children began to think of their community as not only their neighborhood, but as a global community. They examined different ethnicities within China, and discussed how ethnicity is different from race and nationality. Throughout the unit, the children’s critical thinking skills were engaged and they were encouraged to be open-minded.  

主题中，孩子们探索了金钱的意义，它的重要性以及交易形式在历史上的变化。他们建立了一个模拟商店，孩子们可以在那里购买不同的物品，用“货币”计算他们购买的金额。

The children explored the idea of money, its importance and how buying and selling has changed throughout history. A mock shop was set up, where children were able to purchase different items, calculating the totals of their purchases using number bonds. 

接着，孩子们了解了世界各地的艺术，以及艺术如何被用于各种原因。他们探索了美洲原住民的捕梦网，乐器和用来抵御敌人的面具。在整个学习过程中，孩子们都在反思，能够将世界各地的艺术、音乐和其他文化物品与中国的文化物品进行对比。

The children then learned about art around the world, and how art is used for a variety of reasons. They explored Native American dreamcatchers, musical instruments and masks which ward off enemies. Throughout the learning process, the children were reflective, comparing art, music and other cultural artifacts from around the world with their own.