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While I breathe, I explore, I hope

家庭和学校的伙伴关系是教育成功的关键。因此，家长和学校应有共同的目标和共同的语言。为了加深家长对IB课程项目和学生在校生活的认识和理解，TWIS会定期策划“家长大学”工作坊。在10月份，我们已经成功举办了一系列关于PYP小学项目的工作坊，主题涵盖“PYP国际文凭小学课程项目概览”、“TWIS的教与学”和“教师是如何评估孩子的学习”等。

Home-school partnership is essential for a successful education. Therefore, parents and school must share the same objective and speak the same language. In order to deepen parents' knowledge and understanding of the IB programmes and their children's life at school, TWIS regularly plans for  "Parent University" workshops. We have successfully completed in October a series of workshops on the Primary Years Programme (PYP):  Introduction to PYP; Teaching and Learning at TWIS; and How Do Teachers Assess My Child's Learning?. 

每一场时长为2小时的工作坊都是以我们教导学生的方式进行，强调建构主义、真实场景和课后反思。在这个过程中，家长也表现出了良好的IB学习者属性，即积极探究、善于反思和善于沟通。

Each 2-hour workshop is delivered the same way we teach our children, emphasizing constructivism, authentic real-life experiences and reflection for learning. We are pleased to report that our parent participants have demonstrated the IB learner profile attributes of being good inquirers, reflective thinkers and excellent communicators!

五年级学生目前正在学习经济学的内容，包括经济学中的商品生产和服务供给的关联和从属。学生正在探索的概念之一是“供应和需求”的角色。这次特别的是，五年级老师邀请了一位校外演讲嘉宾——ZEN糖果工厂的总经理Mr. Karl——参与到知识分享的队列。嘉宾讲授的供应链法律的内容让学生收获颇多，不仅可以了解到不同的盈利模式，还认识到企业可能面临的最大挑战和开支。

Grade 5 students are currently learning about economies, their interconnections and dependence on the ability to produce goods and supply services. One of the concepts that they are exploring is the role of ‘supply and demand’. They had a special opportunity to learn about the law of supply and demand from our guest speaker, Mr. Karl general manager of ZED Candy. Our students enjoyed his presentation which motivated them to learn more about different ways to make a profit and realize the biggest challenges and expenses which a business might face. 

演讲结束后，学生运用批判性思维和信息的综合分析能力，向演讲者提出了一些问题，比如：

“您是如何确保每个月都有稳定的利润？”

“你们的工厂生产的糖果种类一共有多少？”

“您每年能够赚多少钱？”

“您是如何出口您的货物？是使用飞机吗？”

“你们在全世界有多少家ZEN糖果分公司？”

After the presentation, students asked questions that showed developing critical thinking skills and synthesizing information: 

"How do you make sure that you make a healthy profit every month?"

"How many types of candy does your factory make?"

"How much money do you make every year?"

"How do you export your goods? Do you use an airplane?"

"How many ZED Candy companies do you have around the world?"

针对以上问题，Mr. Karl均一一耐心作答，也非常感谢Mr. Karl抽出宝贵的时间给我们的学生带来精彩的实践分享和演讲。

We thank Mr. Karl for taking his time to help and share his knowledge with our students.  

在过去三周，七年级学生一直在学习制作窗槛花箱，这是设计课第一单元的一部分。制作过程相对漫长，因为在项目开始之前，学生需要学习必要的木工技能。为了快速上手这些技能，我们鼓励学生建造一个小凳子，利用这个工具他们可以高效地使用测量工具，如卷尺、三角尺，和切割工具，如手锯、钢锯。当然，在使用这些工具的时候，为了防止任何事故，学生必须遵守安全准则，佩戴防护眼镜、手套和围裙。

For the past 3 weeks, Grade 7 students have been engaged in constructing window boxes in Design class. It was a long but productive journey as students first had to learn necessary carpentry skills before starting their projects. To practice these skills, students were encouraged to build a small stool where they learned how to effectively use measuring (tape measure and speed square) and cutting (hand saw and hacksaw) tools. In addition,  students had to follow compulsory safety regulations such as wearing protective glasses, gloves and aprons to remain safe at all times.  

在共同努力下，他们成功完成窗槛花箱的制作，随后被用于“服务即行动”社区项目的植物种植活动。在这个过程中，学生们通过相互合作和积极沟通表现出了出色的团队精神，体现了IB学习者属性中的“关爱”和“善于沟通”的良好品质。

With their joint efforts, they successfully completed the production of window boxes, which were then used for planting as part of their MYP Service as Action initiative. During their projects, students showed outstanding teamwork by collaborating and communicating with each other which are linked to IB Lerner's profile "caring and communicator" attributes.

四年级学生在TWIS生物园（农场）探讨了动物和植物与人类的相似之处，也就动物权利的公平与否的议题展开讨论。在探究中，他们得出的结论是，由于动物和人类都是拥有生命的，因此动物与人类一样，应该有特殊的权利。例如，植物有被浇水的权利，家禽有被喂养的权利。学生们还意识到，虽然植物和动物都是有生命的，但人类的生活或许更为复杂，因为人类不仅享有自己的权利，还有大量的责任需要履行。学生期待着定期前往学校的农场，毕竟，爱惜学校里有生命的动物和植物是我们的责任之一。

Grade 4 spent some time in the TWIS farm to explore how animals and plants are similar to us, human beings, and whether giving them rights is fair. They concluded that as animals and humans are both living things, they, like us, should have their own special rights (e.g. the right to be watered in case of plants or to be fed for domestic animals). We also concluded that while plants and animals are living, humans might have a way more difficult life as they not only enjoy their rights, but also have a large number of responsibilities to fulfill. We will be regularly coming back to the farm, after all, taking care of school animals and plants is yet another one of our responsibilities.