用项目式学习做慈善：哈罗横琴一年级这样上课

在传统课堂上，孩子往往是“听”的那个人，但在哈罗横琴的低年级教室里，你看到的可能是另一番景象：孩子们讨论流浪狗收容所怎么运作；用笔画寻主广告；把旧衣服编成狗狗玩具……这不是课外活动，这是他们的项目式学习（PBL） 课堂。

项目式学习，简单来说，就是让孩子先面对一个真实的问题或挑战，通过自己的探索、动手实践和团队合作，在解决问题的过程中自然而然地学习知识和技能。孩子不再是被动接收知识的人，而是主动的探究者、创造者和问题解决者。

在哈罗横琴，低年级的项目式学习课程与英国私立学校一样，全部由外籍主班老师全英授课，课程内容基于联合国17项可持续发展目标（SDGs），例如如消除贫困、零饥饿、优质教育、性别平等、负责任消费和生产等。每个项目持续数周，结合个人与小组活动，通过实验、讨论、海报制作、模型搭建等方式探索主题。

本学期，哈罗横琴一年级的项目式学习主题聚焦 “贫困与慈善” 。在外籍主班老师Mr. Joseph Clark的带领下，孩子们首先探讨了慈善机构在社区中的重要作用，以及如何关爱那些基本需求未被满足的生命。

在课上，孩子们模仿美国凯迪克奖获奖作家Lois Ehlert的拼贴画技法，创作了狗狗拼贴画。

孩子们还把旧衣服编成狗狗玩具，捐给收容所。

最近，学校特别邀请了“晴天小镇”流浪动物救助站的义工来到课堂。义工向孩子们介绍了流浪动物的来源、救助站的日常运作。

最让孩子们兴奋的是——几只可爱的狗狗也来到了学校。孩子们热情地与它们互动，那一刻，“救助站”不再是一个遥远的名词。

接下来，Mr. Joseph Clark还带领孩子们为慈善机构制作宣传单张。课堂上，老师会讲解一张海报需要哪些元素——标题、图片、关键信息等。然后，孩子们要自己动手，为“晴天小镇”创作宣传海报，呈现收容站是做什么的，以及自己能帮上什么忙。

在这个过程中，老师会教孩子们相关英文单词：慈善机构（charity）、收容所（shelter）、传单（leaflet），同时告诉孩子们：这融入了哈罗的价值观——勇气、荣誉、互助、谦和。为他人付出，哪怕是很小的事，也是一种力量。

项目式学习鼓励学生积极参与，通过这些项目，学生不仅获取学术知识，还发展团队合作、问题解决等重要生活技能，以及对全球问题的责任感。

在哈罗横琴，项目式学习教会孩子的不是“标准答案”，而是面对未来世界的真实能力。

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In a traditional classroom, children are often the ones listening. In Lower School classrooms at Harrow Hengqin, however, you may see something different. Pupils discuss how animal shelters operate, design leaflets to help dogs find homes, and turn old clothes into dog toys. It is part of their Project-Based Learning (PBL) lessons.

Project-Based Learning begins with a real-world problem or challenge. Through investigation, practical activities and teamwork, children develop knowledge and skills while working towards a solution. Rather than passively receiving information, pupils become active researchers, creators and problem-solvers.

At Harrow Hengqin, Project-Based Learning in Lower School is delivered entirely in English by homeroom teachers, following the same approach used in British independent schools. Projects are linked to the United Nations Sustainable Development Goals (SDGs), including No Poverty, Zero Hunger, Quality Education, Gender Equality, and Responsible Consumption and Production. Each project runs over several weeks and combines individual and group activities. Pupils explore topics through experiments, discussions, poster design and model-making.

This term, Grade 1 pupils have been exploring the theme of Poverty and Charity. Led by homeroom teacher Mr Joseph Clark, the children first discussed the role of charities within the community and how they support living beings whose basic needs are not being met.

As part of the project, pupils created dog collages inspired by the techniques of Caldecott Medal-winning author and illustrator Lois Ehlert.

They also turned old clothes into dog toys to donate to a local animal shelter.

Recently, a volunteer from Sunny Town Animal Rescue visited the classroom. She explained how animals become stray, the work of the rescue centre, and how shelters operate on a daily basis.

The highlight for many pupils was meeting several rescue dogs that visited the school. By interacting with the dogs, the children gained a much clearer understanding of the work carried out by animal shelters.

The project continued with pupils creating promotional leaflets for the charity. During lessons, Mr Clark introduces the key elements of an effective leaflet, including titles, pictures and important information. Pupils then design their own leaflets for Sunny Town Animal Rescue, explaining the work of the shelter and how people can help.

Alongside this, pupils learn key vocabulary such as charity, shelter and leaflet. They also explore Harrow's values of Courage, Honour, Fellowship and Humility, recognising that even small acts of kindness can make a difference.

Project-Based Learning encourages pupils to take an active role in their education. Through these projects, they not only develop academic knowledge but also strengthen teamwork, problem-solving skills and a sense of responsibility towards wider social issues.

At Harrow Hengqin, Project-Based Learning helps children develop the skills and understanding they will need for the future.