庆祝国际妇女节有很多种方式。在东华文泽学校，CASE课外活动项目的学生为了感谢他们生命中的重要女性，如姐妹、母亲、祖母和朋友等，他们制作了精美的手工艺品以表达自己的心意。

There are many ways to celebrate International Women's Day at TWIS. For our CASE program, students have been busy creating beautiful art pieces to honor the important women in their lives. They have been crafting heartfelt gifts for their sisters, mothers, grandmothers, and friends to show their appreciation and recognition.

TWIS将与国际妇女节相关的艺术创作纳入CASE课程，让我们的学生有机会去发挥他们的艺术创造力的同时，成为具有全球意识和社会责任感的个体，从而联结他们所身处的社会和周边世界。

Through incorporating art and crafts into the CASE program, our students have the chance to express their creativity and become globally aware and socially responsible individuals who actively engage with their community and the world around them.

另一方面，法语课程的学生也为国际妇女节组织了不同的活动。她们搜寻各种鼓舞人心的法语名言，并将其翻译成中文和英文展示给大众。他们共同讨论了女性的权利如同工同酬，致力于促进性别平等。

Our students in French class organized different activities for International Women's Day as well. They searched for inspiring French quotes that they translated into both Chinese and English and finally published in public. They discussed what women want and talked about important rights such as equal pay to promote gender equality.

作为一所国际学校，我们相信有意识地让学生接触全球节日和重大事件，如国际妇女节，可以激发学生的好奇心和鼓励其进行有意义的探索。将课堂学习与这些重大节日相联系，学生可以加深对文化和全球视角的理解，从而促进一个更多元和更具包容性的环境的诞生。

At our international school, we believe in exposing our students to global celebrations and events, such as International Women's Day, to encourage curiosity and inspire meaningful inquiry. By connecting with these important occasions, our students gain a deeper understanding and appreciation of different cultures and perspectives, helping to foster a more diverse and inclusive learning environment.

作为家长，你是否常常好奇孩子的上课内容，是否也怀念曾经的校园时光？来TWIS体验“课程活动日”吧！它不仅能让家长更深入地了解孩子在课堂上的表现，还能让家长重拾学生时代的乐趣。

As parents, are you curious about what your child is learning in school? Do you miss the days of being a middle schooler? Look no further than Curriculum in Action Day! This event not only gives our parents a deeper understanding of what their child does in class but also lets us re-experience the joys of being a student. 

合作精神是IB教育体系中的一项重要支柱。在课程活动周中，家长不只是旁观者，还是孩子教育过程中的积极参与者。

One of the pillars of IB education is collaboration, and during CIA Week, parents weren't just observers, they were active participants in their child's education.  

在体育课程中，家长们共同参与了瑜伽球游戏；在数学课程中，家长与孩子们一起探索测量角度的方法。而在视觉艺术课中，家长们协助孩子作画，尽情地享受了学习色彩理论的乐趣。

In PHE class, parents engaged in a yoga ball game, while in math class, they worked with their children on measuring angles. In visual art class, parents helped their kids paint and enjoyed learning about color theory. They even laughed about the tricky questions and how even they couldn't tell the difference! 

在科学课上，家长们与孩子一起做实验，一起探讨了质量和重量之间的关系。在英语语言文学课上，学生采访了父母关于中国生活的小知识，为即将到来的写作任务做好准备。

In science class, parents joined in on experiments and partnered with their children to investigate the relationship between mass and weight. In English language and literature class, students interviewed their parents about living in China, honing their interviewing skills for their upcoming writing task. 

当你在观察孩子上课时，你可能会思考——“曾经我也是这样被教育的吗？”、“我曾经也想接受这样的IB教育吗？”。然而，课程活动日提供了一个契机，让家长与孩子共同协作与学习，从而增进对教育的见解和对孩子的了解。

And let's not forget about the nostalgia-inducing trip down memory lane. As you observe your child's classes, you might find yourself asking, "Were you taught the same way?" and "Would you have wanted to be taught the IB way?" But with the opportunity to collaborate and learn alongside your child, you'll leave Curriculum in Action Day with a newfound appreciation for their education and a deeper connection with your child.

为了进一步巩固最新学习的探究性单元，PYP小学四年级学生举行了一场让人难以忘怀的学习庆祝大会，并邀请了家长和PYP小学部的其他年级前来观赏。在准备的过程中，以表演艺术为重点，学生毫不犹豫地选择了即将表演的内容——家喻户晓的孙悟空传奇故事。

To culminate their latest Unit of Inquiry, PYP4 students held a memorable Celebration of Learning Assembly (COLA), which was attended by their PYP peers and parents. With a focus on performance arts, the students didn't waste time in selecting the story they wanted to act out: the legendary tale of Sun Wu Kong, better known as the Monkey King.

尽管准备工作充满了挑战性，但学生发现这一学习过程十分值得——他们学会了用幽默的现代诠释法将这一著名的传奇故事转为现实。此外，他们的表演还突出了跨学科学习，呈现了一场真正的关于传奇故事的大戏。

Despite the challenging preparation, students found it entirely worthwhile as they brought to life one of the most well-known Chinese legends with a modern and humorous twist. Additionally, their performance highlighted their learning in other subject areas, creating a well-rounded unit with a prelude to the actual big play. 

COLA最终取得了圆满的成功。它完美地展示了学生的才能和知识，同时为学生提供了一个充满学习乐趣的、富有吸引力的学习体验。学生的努力和对这一单元的投入程度是显而易见的，他们的热情和创造力也鼓舞着现场观众。让我们为学生和教师所完成的出色作品点赞！

The COLA showcased the students' talents and knowledge while providing them with a fun and engaging learning experience. The student's hard work and dedication to the unit were evident, and their enthusiasm and creativity were inspiring. Kudos to the students and their teachers for a job well done! 

以上引语完美地诠释了MYP中学二年级学生最近在探索“能量和运动”的研究项目时所采取的方法。为了将物理学原理带进生活，学生设计了符合空气动力学的纸飞机，并创造了最速降线，加深了他们对速度和加速度的理解。

The above quote perfectly encapsulates the approach taken by MYP2 students in their recent exploration of energy and motion in their Unit 3 research project. In a bid to bring the principles of physics to life, these students designed aerodynamic paper airplanes and created brachistochrone curves, all in the pursuit of a deeper understanding of speed and acceleration. 

从设计纸飞机，到学生亲自放飞他们的实验品，学生仔细地计算着飞行速度，记录并反思其飞行效果，还与同伴一起思考如何提高飞行速度。这种实践方式不仅让学生看到了速度和运动的原理，还帮助他们发展了解决问题和批判性思维的能力。

The project began with the design of paper airplanes, which allowed the students to demonstrate their full understanding of speed. As they flew their creations, they calculated the speeds of their flights, before reflecting on their performance and discussing ways in which they could improve the speed of their planes. This hands-on approach not only allowed the students to see the principles of speed and motion in action but also helped them to develop their problem-solving and critical-thinking skills. 

随后，学生回归加速度的主题，创造了自己的最速降线，此曲线以让实验珠子能在最短的时间内跑到指定终点而命名。“最速降线”是由数学家约翰·伯努利在1696年首次提出的，而我们的学生决定以独特的方式将其付诸实践。通过建造一条有起点和终点的弯曲轨道，让球在轨道上滚动，学生在其中测量球到达终点的时间。这能够让他们计算出平均速度，并确定“加速”球速度的最佳曲线。

Moving on to the topic of acceleration, the students created their own brachistochrone curves, named after the curve that allows a bead to run to a given endpoint in the shortest time possible. This concept was first posed by Johann Bernoulli in 1696, but the MYP2 students brought it to life in their own unique way. By constructing a curved track with a starting and endpoint, and allowing a ball to roll down the track, the students were able to measure the time it took for the ball to reach the endpoint. This allowed them to calculate the mean speed and determine the best curve to “accelerate” a ball. 

通过这些项目，学生们能够更深入地了解物理学原理，如速度、加速度和空气动力学。同时，他们的合作、解决问题和批判性思维的能力也得到了培养，这能让他们在未来的项目和日常生活中受益。以这种方式将物理学带入生活，不仅让科学变得更具吸引力和趣味性，还帮助学生看到这些原理在现实世界中的应用。只有亲身实践与学习，才能真正理解和欣赏一个学科。

Through these projects, the students were able to gain a deeper understanding of physics principles such as speed, acceleration, and aerodynamics. However, they also developed skills in collaboration, problem-solving, and critical thinking, which will serve them well in future projects and in their everyday lives. Bringing physics to life in this way not only makes the subject more engaging and fun, but also helps students to see the real-world applications of these principles. As the students learned through their own experiences, it’s through involvement and hands-on learning that true understanding and appreciation of a subject can be gained.