The Program of Inquiry (POI) and its five Units of Inquiry (for each grade level) for the 2023-2024 Academic Year were evaluated and developed at the end of the previous Academic Year in June 2023. After review from management as well as collaborative meetings with staff some aspects of the POI were amended.

在2023年6月学年结束时，我们对2023-2024学年的探究计划（Program of Inquiry，简称POI）及每个年级的五个探究单元进行了全面的评估和调整。

通过教学管理团队的观课以及和老师的协作会议，我们对探究计划的特定方面进行了修订。

Whole-staff Inquiry Curriculum Meeting

教师全体会议

Though the topics of focus for each UOI remained similar, many aspects such as the “Central Idea”, “Lines of Inquiry”, and “Approaches to Learning” were revised to reflect a more balanced way in which to teach students but more importantly for the students to understand the content of the units themselves.

尽管每个探究单元的主题没有大的修改，但其他方面，如“中心思想”、“探究线索”和“学习方法”，都进行了修订，以呈现更为平衡的教学方式。然而，更为重要的是让学生自主理解各单元的内容。

Student autonomously presents their academic achievements to parents.

学生自主地向家长介绍学习成果

The most important aspect of the IB framework is that it is constantly being reviewed, and amended and is inherently in flux, rather than being rigid and stagnant. This applies to all levels of the IB and reflection is an integral part of what the IB stands for. BKIK has considered this philosophy when evaluating and reviewing its POI each year.

IB框架最重要的一点在于，它是一个持续不断被审查和修订的体系，其本质是不断变化的，而非僵化和停滞不前的。

这一理念贯穿IB的各个层面，而反思则是IB不可或缺的一部分。在每年评估和审查探究计划时，天启团队都会紧紧把握这一理念。

The usual period of a given POI at an IB school is 3-4 years - this gives ample time to see all aspects of the framework and its associated curriculum and give a complete and well-rounded assessment of all pertinent facets. 

At the end of this Academic Year, the current POI will have finished its third year and will be under this review period to reflect and update topics of focus based on teacher feedback, student achievement (process and results) as well as parent feedback. This process is ongoing and feedback is being collected from the staff as each Unit of Inquiry (UOI) is finished throughout the current Academic Year.

在IB学校中，制定探究计划的通常为期3-4年，充裕的时间能够让学校深入了解框架及其课程的各个方面，并对所有相关因素进行全面的评估。

截止本学年结束时，当前的探究计划将完成其第三个学年，并将根据教师反馈、学生成就（过程和结果）以及家长反馈进行反思和更新。这个过程是持续的，老师会在本学年的每个探究单元完成后收集反馈意见。

During the PTC, the teacher is gathering feedback from parents.

在一对一家长会上，老师和家长讨论学生的成长

Another aspect that is different in comparison to the previous Academic Year is focusing on the concept of “international mindedness” and having the students develop the skills to be globally minded citizens. The way in which this is being conducted is that the Whole Year Unit (WYU) is more of a focal point in lessons and events. The focus of the Whole Year Unit is on “celebrations, festivals and culture” and is the same for all of the grade levels.

与上一学年相比，另一个不同之处在于更加专注于“国际情怀”的概念，培养学生成为具有全球意识的公民所需的技能。这一过程通过整个年度单元（WYU）置于课程和活动的核心来实现。整个年度单元的重点是“庆祝、节日和文化”，并适用于所有年级。

Various festive events were held during the academic year.

本学年举行的各种节庆活动

The students are learning more about the festivals specific to their native land (China) as well as those of various countries in the world.

Knowing that the world is bigger than your backyard is the first step into being at one with the world and truly becoming internationally minded.

学生们正在深入了解与他们的祖国（中国）以及世界各国的相关的各种节日。让他们认识到世界的广阔，是通向融入世界、真正具备国际视野的第一步。

我们致力于培养具有中国情怀、国际视野和跨文化沟通能力的新时代公民。

In this year's curriculum design, we have gradually improved the combination of activities with UOI (Units of Inquiry). In school-wide activities, we integrated them with the year-long theme of "How We Express Ourselves."

For example, during Lingnan cultural activities, we explored our roots and became Chinese individuals by becoming  "inquirers" of local culture. During the Halloween costume party, we searched for ourselves and became students who were "risk-takers." Lastly, when participating in the winter charity event, we searched for love and became BKIK individuals who are "caring."

在今年的课程设计中，我们逐步完善了活动与探究单元的相结合。在校本活动中，我们将其与超学科主题“我们如何表达自己”相结合。

例如，学生们在岭南文化活动中寻根，做一位“积极探究”本土文化的中国人；在万圣节服装派对中寻我，做一位“勇于尝试”的学生；在冬季义卖活动中寻爱，做一位“懂得关爱”的天启人。

In each class's activities, we worked together as grade-level teams to discuss the direction of inquiry and possible field trips before the unit started. Teachers and children engage in discussions during the "Tuning In" phase to determine the direction of inquiry. After that, each grade collaboratively develops field trips that are integrated with the UOI to enhance the students' inquiry experience.

而在各班的活动中，我们以年级组为单位，在单元开始前与老师们一起讨论单元探究方向，以及有可能涉及到的外出探究方案。

在“导入”（Tuning in）阶段，老师和学生进行讨论，以确定探究的方向。随后，每个年级共同制定与探究单元相结合的外出探究活动，以增强学生的探究体验。

Tuning in

导入阶段

For example, when the K1 grade conducted the second UOI on "How We Organize Ourselves," the children explored their living environment and surrounding buildings. They went off campus to observe different buildings with their own eyes and also visited unique caves.

During off-school hours, they observed and recognized different buildings in different places, comparing similarities and differences.

如小班在开展第二个探究单元“我们如何组织自己”（How we Organize Ourselves）时，学生探索了自己的住所和周围的建筑物。

学生们走出校园，用眼睛丈量不同的建筑物，还参观了独特的溶洞。在休息时间，他们与家人到不同的地方观察和认识不同的建筑物，以此来对比异同。

K1's students engaged in exploring buildings and caves.

小班学生在探究建筑物和外出参观溶洞

For K2, the focus was on expressing emotions. The school organized a trip to the cinema to watch a movie. Before the activity, teachers discussed the children's feelings about going to the movies and how to express their emotions. While watching the movie, the teachers asked the students to observe the emotional changes of the characters. After the movie, they discussed the plot and learned to express their emotions based on the movie.

而中班的学习重点是情感表达。学校曾组织学生前往电影院观看电影。在观影前，老师与学生们讨论了观影的感受，以及如何有效地表达个人情感。

观影期间，老师引导学生观察电影中人物的情感变化。电影结束后，学生们进行了讨论，深入分析电影情节，并学习通过电影情节来表达个人情感。

Through the storytelling and games, students explored the emotion of "anger."

通过绘本“生气汤”和趣味游戏，学生探索和理解“生气”的情绪

Through a film-watching activity, students empathize with the storyline and characters.

通过观影活动，与电影情节和人物共情

The K3 unit on "Community" was more comprehensive, integrating IB inquiry content and exploring the interconnectedness between various systems created by humans and communities. It also aligned with the IB's learning philosophy of "The Learner-Learning & Teaching-The Learning Community" and combined community resources.

Children visited different functional centers, such as fire stations, cinemas, banks, and supermarkets, to experience the services provided by different communities and understand their operations through field trips.

以“社区”为主题的大班探究单元更加丰富，结合IB的探究内容，我们与学生探讨了人类和社区创造的各种系统之间的相互联系。该单元还与IB的学习理念“学习者—学习与教学—学习社区”（The Learner-Learning & Teaching-The Learning Community）相一致，并结合了社区资源。

学生们参观了不同的功能中心，如消防局、电影院、银行、超市等，通过实地考察，体验了不同社区提供的服务，深入了解社区的运作。

Shopping

超市购物

Visiting a bank.

参观银行

At the end of the semester, we present our learning outcomes to parents through a "Learning Journey." Parents had the opportunity to experience their children's daily classroom activities, understand their learning progress, and facilitate better communication between home and school to improve teaching practices.

在学期末，我们通过“学习之旅”展示学习成果。家长们通过到园共同体验学生的日常课堂活动，深入了解他们日常学习进度。

Click to review the "Learning Journey."

点击回顾学习之旅活动

At BKIK, our teaching team engaged in different types of lesson preparation.

在天启幼儿园，我们的教学团队进行多种形式的备课。

Teacher's Inquiring Training

教师培训探究式教学法

Reflecting on the situation from the first day of entering the campus, there were familiar and curious faces. After a semester, comparing those from last year and those from a few months ago when they first entered the campus, the students of all age groups have grown a lot.

回望第一天进校园的情况，有熟悉的面孔也有充满好奇的面孔，一个学期过去了，每个年龄段的小朋友对比起去年，对比起几个月前刚进校园的模样，小朋友们都成长了不少。

PreK

小小班

From "crying all the time" to "laughing and gathering together," there have been different psychological changes in between, but the adaptability of PreK children has been increasing day by day. 

From learning to line up to participating in group activities in an orderly manner, from missing their families to having lunch and nap on their own, from needing help to becoming independent.

从“听取哇声一片”到“笑语盈盈共聚一堂”，这中间经过了不同的心里变化过程，但PreK小朋友的适应能力在逐日增长。

从学习排队到有序地进行分组活动、从想念家人到自行午餐午休、从需要帮助到独立自主。

Now, they are familiar with the campus and classroom environment, have made friends, and understand the activities in different classes. They now enjoy every minute and second on campus.

After a semester of learning, most PreK children can use a spoon to eat and understand the rules of group activities, participating in them freely.

现在的他们，熟悉了校园和班级环境、认识了不同的好朋友、懂得了不同课堂的活动设置，享受在校园的每一分每一秒。

经过一个学期的学习，PreK小朋友大部分能够懂得用勺子吃饭，亦懂得小组活动的规则并自由进行分组活动。

K1

小班

The K1 children have already gone through the period of transition in PreK, so they can adapt to the changes in the classroom more quickly and gradually strengthen their ability to express their needs.

小班的学生经历了小小班的懵懂时期，对于课堂的转变会更快速地适应，在表达自己的需求时，也逐步在加强。

In the K1 stage, teachers focus more on developing their self-care skills and social adaptability. In terms of self-care skills, such as putting on and taking off socks and clothes on their own, eating and using the toilet independently, etc. In terms of social adaptability, they help children improve their social skills and adapt to different environments (such as outdoor activities).

After one semester, most K1 children are able to integrate into group life and have made different friends.

在K1的阶段，老师更着重培养他们的自理能力和社会适应能力，在自理能力方面，如自行穿脱袜子和衣服、独立进餐和如厕等。在社会适应能力方面，帮助小朋友们提高社交能力、在不同的环境（如外出活动）中的群体性等。

一学期后，K1小朋友大部分都能够融入到群体生活中，结交了不同的好朋友。

K2

中班

The K2 stage is the peak period of language development in children, so we pay special attention to the cultivation of reading picture books and developing language expression skills.

学生在此阶段处于语言发展的高峰期，因此我们特别注重绘本阅读和语言表达能力方面的培养。

Teachers discussed exploration content with children every day and engaged in conversations on daily life, encouraging children to share their interesting stories. For example, children will share the toys they brought back with different teachers at the door, tell teachers where they went and who they played with during the holidays, etc.

老师们每天都会与学生不仅就探究内容进行讨论，在日常生活中也不停地建立对话，让小朋友多分享他们的趣闻轶事。如学生们会在门口与不同老师分享他们带回来的玩具、会告诉老师假期去了哪里玩、和谁一起玩等。

K3

大班

In the first semester, we particularly focused on the independent reading ability of the children in the senior class. In terms of reading, the "English Reading Program" implemented at the beginning of this school year has shown significant results for the senior class children. They can not only read the content but also recognize the pronunciation and are developing sight word recognition.

在新学期，我们尤其注重大班学生的自主阅读能力。在阅读方面，在我们本学年开始实行的“英文阅读计划”中，他们不仅仅能读出内容，而且能认识当中发音和单词。

As for Chinese character recognition, most K3 children can read most of the books and ancient poems in the first stage of "Little Sheep Climbing the Mountain" and can recognize the characters as well. In the next semester, the teachers will further strengthen children's independent reading abilities.

而中文认读方面，大班学生基本上都能将《小羊上山》第一阶段的书和所学的古诗词全部读出。在下学期，老师们也会更进一步加强小朋友的自主阅读能力。

The Reading Program at BKIK uses a combination of reading familiar words and applying phonetic awareness to a given text. Through the application of phonics, students can practice sounding out letters and blending them. This is one way we can exercise our reading abilities. Through repetition and application, students work on practicing the things they have learned! The established Reading A-Z collection is used it's a clear and concise way to measure student progress. 

天启幼儿园的阅读计划让孩子在阅读中熟悉单词和培养语境，通过反复阅读和应用自然拼读法来巩固学习。我们选用的是 Reading A-Z的系列图书，在阅读的过程中能够有一套系统的方法衡量学生的学习水平。

Click to view the Reading Program.

点击查看天启阅读计划

On January 27th, we hosted a parent-teacher meeting, where parents and teachers engaged in a profound dialogue about their child’s growth. The core principles of IBPYP education were thoroughly discussed and reflected on, allowing parents to gain a more comprehensive understanding of their child’s performance in academics and character development.

This parent meeting served not only as an extension of education but also as robust support for the collaboration between home and school.

在1月26日，我们举行了一对一家长会。家长与教师展开了一场关于孩子成长的深入对话，IBPYP教育的核心理念得到了充分地交流和共鸣，家长们更全面地了解孩子在学业和德育等方面的表现。

这次家长会不仅是教育的延伸，更是家校合作的有力支持。我们期待家校携手共同努力，共创每位学生成长中的美好时光。

The BKIK Community is a learning-oriented environment, and this semester, we’ve collectively witnessed exciting changes within the community - a more defined educational strategy, shining academic achievements, and engaging campus activities.

Every moment of BKIK’s vitality represents the embodiment of our educational philosophy.

天启社群是一个学习型社区，在这一学期里，我们共同目睹了社区发生的新变化——更明确的教育策略、更闪耀的学习成果、更精彩的校园活动……

每一次天启悦动的瞬间，都是我们教育理念的集中彰显。

Education is an ongoing journey, and this semester marked a small milestone in the lifelong learning journey of the young minds at BKIK.

While this semester may be coming to a close, our learning journey is far from over. We will continue to move forward, constantly learning, growing, and evolving. Because the end of one chapter is also the beginning of a new one, and we are ready to boldly script the next exciting chapter.

教育是一个持续的旅程，而这个学期是天启的小朋友们终身学习的旅程中一个小小里程碑。

这个学期结束了，但是我们的学习之旅还未结束，我们将继续前行，不断学习、成长和发展，因为一段旅程的结束，亦是一个新篇章的开始，而我们已经准备好勇敢地书写下一个精彩的章节。