【PYP Programme】小学项目课程解析
西亚斯外籍学校致力于引导学生在一个跨学科背景下学习。这是针对幼儿园和小学学生的基础理念，持续的融合和链接之前的和新的知识及体验是拓展学生对世界理解的最有意义的方式。当课程跨越学科，并且强调参与和综合学习，重视学生的好奇心、问题和声音，毕竟，学生才是课程的目标对象。
Sias IS is committed to conducting student learning in a transdisciplinary context. It is a fundamental PYP belief that for early and primary years learners, continuous integration and connection of prior and new knowledge and experiences is the most meaningful way to broaden their understandings of the world. When a curriculum approach goes across, between and beyond subjects, and emphasizes participatory and integrated learning, it honours the learners’ curiosity, questions, and voice. After all, this is for whom the curriculum is intended.
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国际文凭小学项目模型通过将国际视角融入课程促进学生国际思维的发展。增进学生对世界的责任感，并且鼓励学生成为积极活跃的、有见识并且有同理心的国际公民。通过学生，跨学科主题，以概念为驱动的探究，行动，语言发展和评估，国际文凭小学项目致力于培养不仅可以胜任学业，而且有国际思维和文化意识的学生。
The IB PYP Programme Model promotes international- mindedness by integrating global perspectives into the curriculum, fostering a sense of responsibility towards the world, and encouraging students to become active, informed, and empathetic global citizens. Through the Learner Profile, transdisciplinary themes, concept-driven inquiry, action, language development, and assessment practices, the IB PYP aims to develop students who are not only academically competent but also internationally- minded and culturally aware.
Six Transdisciplinary Themes
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西亚斯外籍学校小学项目遵循国际文凭跨学科体系，围绕六个主题进行设计：我们是谁，我们所在的位置和时间，世界是怎样运转的，我们是如何组织自己的，我们是如何表达自己的以及共享地球。
Sias IS PYP follows the IB transdisciplinary framework, which is structured around six themes: “Who we are,” “Where we are in place and time,” “How the world works,” “How we organize ourselves,” “How we express ourselves,” and “Sharing the planet.”
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核心科目包括语言、数学、科学、社会学、艺术和个人、社会和体育，这些科目相互交叉融合。概念上相连，这些主题让探究项目具有跨学科的特性，让学生探索跨科目的不同概念。
Core subject areas including Language, Mathematics, Science, Social Studies, Arts and Personal, Social and Physical Education (PSPE) overlap across these themes in an integrated fashion. Linked conceptually, these themes make the Programme of Inquiry transdisciplinary in nature, enabling the learners to explore different concepts across these subject areas.
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语言作为学校课程最重要的连接元素，西亚斯外籍学校为学生提供一个真正的背景去发展和使用口语、视觉语言和写作语言能力。小学项目致力于发展学生运用语言、欣赏语言、对语言的本质、影响因素、语言和方言的多样性的认知。
As the most significant connecting element across the school’s curriculum, Sias IS provides an authentic context for students to develop and use skills in oral language, visual language, and written language. The PY program aims to develop students’ use of language, appreciation of language, awareness of the nature of language, of the many influences on language, and of the variety in and between languages and dialects.
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数学由五大部分组成：数据处理、测量、形状和空间、样式和功能还有数字。数学学习也为学生提供了机会，让他们成为有自信和能力运用科技学习数学的学习者。
The mathematics component is arranged into five strands: data handling, measurement, shape and space, pattern and function, and number. The mathematics component of the curriculum also provides opportunities for students to become confident and competent users of technology in mathematics learning.
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在小学项目中，科学被看作是对自然世界的生物、化学和物理领域以及它们之间关系的探索。小学项目的科学课堂围绕科学和应用展开。科学课也让学生获得观察、数据收集和解读、仪器使用、科学词汇解释、实验预测和科学模型应用的体验。
In the PYP, science is viewed as the exploration of the biological, chemical and physical aspects of the natural world, and the relationships between them. The science area of the PYP encompasses science and its applications. The science component of the curriculum also enables students to gain experience in observation, data collection and interpretation, instrument use, scientific vocabulary explanation, test predictions, and scientific models’ application.
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在小学项目中，社会学被看作是和人们对过去、现在和将来以及环境和社会的研究。社会学鼓励学生的好奇心并且建立对快速变化的世界的理解。社会学教育致力于让学生能作为有见识的、自信的和负责人的国际公民参与进一直变化的社会。
In the PYP, social studies is viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social studies encourages curiosity and develops an understanding of a rapidly changing world. Social studies education aims to enable students to participate in a changing society as informed, confident, and responsible global citizens.
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艺术科目包括舞蹈、戏剧、音乐和视觉艺术并且为学生提供机会全面地发展相关的个人能力。
Arts subject includes dance, drama, music and visual arts, and provide opportunities for students to fully develop their related personal skills.
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在小学项目中。个人、社会和体育是通过促进和发展概念、知识、态度和能力和个人的健康相关。和传统体育课不同，个人、社会和体育是发展一系列可转换技能，并促进身体、智力、情感和社会发展。
In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Different from traditional PE class, PSPE is developing a combination of transferrable skills promoting physical, intellectual, emotional, and social development.
教学和学习
Teaching and Learning
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作为一个基于探究的项目，我们根据年级进行概念型学习和行动导向型的学习。
As an inquiry-based programme, we provide both conceptual learning and action-driven learning to students per their grade need.
Conceptual Learning: KG to G2
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在概念型学习阶段，儿童开始建立对7个核心概念（以及特定科目相关概念）的理解：形态、功能、原因、变化、连接、观点和责任。同时，国际文凭小学项目强调学习方法的提升，这包括像是沟通、研究、社会、自我管理和思考等能力。这些学习方法与课程相结合并通过多样的学习活动促进批判性思维能力的发展。
During the conceptual learning phase, children begin to develop a strong understanding of seven key concepts (and subject-specific related concepts): form, function, causation, change, connection, perspective, responsibility. In addition, the International Baccalaureate Primary Years Programme (IB PYP) emphasizes the development of Approaches to Learning (ATLs), which include skills such as communication, research, social, self-management, and thinking. These ATLs are integrated into the curriculum and promote critical thinking skills through various learning activities.
Action-Driven Learning：G3-G5
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三年级到五年级的学生进行行动导向型学习。它是以学生为中心，强调概念在现实生活情景下的实际应用的一种方法。它是国际文凭小学项目的核心，目标是培养具有国际思维、可以为世界做出积极贡献的学生。学生通过参与进项目、研究和问题解决活动，发展批判性思维和解决问题的能力，加深对学科的理解，并且将他们的所学进行创造性的运用。行动导向型学习让学生能够掌握所需知识和技能来对社区和世界产生积极影响。
Action-driven learning applies from G3 to G5. Action-driven learning is a student-centered approach that emphasizes the practical application of concepts in real-life situations. It is at the heart of the International Baccalaureate Primary Years Programme (IB PYP), which aims to develop globally-minded students who can positively contribute to the world. Students develop critical thinking and problem-solving skills by engaging in projects, research, and problem-solving activities, deepening their understanding of the subject matter, and applying what they have learned creatively and innovatively. Action-driven learning equips students with the knowledge and skills to positively impact their communities and the world.
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五年级学生通过共同的小学展展现了他们的知识、能力和理解，让他们能研究现实世界中的问题。展览体现国际文凭小学项目对行动的强调，包含五种形式：参与、支持、社会公正、生活方式选择和社会企业家精神。这个展促进了学生的主导力，这意味着学生主导，并对他们自己的学习负责。这个展览也是对他们小学阶段成长和成绩的一次庆祝，让他们为下一个学习阶段做好准备。
As a culmination of their learning journey in the PYP, Grade 5 students demonstrate their knowledge, skills, and understanding through a collaborative PYP exhibition, which enables them to investigate real-world problems. The exhibition embodies the IB PYP's emphasis on action, which encompasses five forms: participation, advocacy, social justice, lifestyle choices, and social entrepreneurship. This exhibition fosters student agency, which means students take responsibility and ownership of their learning. It also serves as a celebration of their growth and accomplishments throughout their time in the PYP, preparing them for their next educational phase.
课程标准和评估
Curriculum Standards and Assessment
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在西亚斯外籍学校，我们的主要目标是为学生做好成为世界公民的准备。通过在不同学科领域中遵循国际公认的多样标准，我们致力于为学生提供全面并且具有全球竞争力的教育。
At Sias IS, our primary goal is to prepare our students to become global citizens. We achieve this by adhering to internationally recognized and diverse standards across various subject areas. We aim to provide our students with a comprehensive and globally competitive education.
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我们秉承着最高标准，这反映在我们的评估中。在英语语言艺术、数学和社会学中，我们严格遵循美国共同核心州立标准，确保学生掌握重要的知识和技能，并在这些基础学科中取得优异的成绩。
We hold ourselves to the highest standards of excellence, reflected in our assessment practices. In English Language Arts (ELA), Math, and Social Studies, we follow the stringent Common Core State Standards, ensuring our students possess the essential knowledge and skills to succeed in these fundamental subjects.
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我们把科学课程和新一代科学教育标准相结合，为学生提供基于探究的科学学习方法。同样的，我们的个人、社会和体育教育课程遵循安大略省标准，助力培养注重身体健康、社交能力和个人成长的全面发展的学生。
We have aligned our science curriculum with the Next Generation Science Standards (NGSS), which provide students with an inquiry-based approach to scientific learning. Similarly, our Personal, Social, and Physical Education (PSPE) program adheres to the Ontario Standards, which help develop well-rounded individuals focusing on physical well-being, social skills, and personal growth.
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我们根据美国国家艺术核心标准教授艺术课程，这促进了学生创造力、批判性思维和对艺术的鉴赏力的提升。我们的汉语语言艺术课程也与中国国家课程标准相结合，为学生提供了与文化相关的中文全面教育。
We teach the Arts program by the National Arts Core Standards, which promote creativity, critical thinking, and a deep appreciation for the arts. Our Chinese Language Arts curriculum also aligns with the Chinese National Curriculum Standards, providing students with a culturally relevant and comprehensive education in this crucial language.
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通过在不同学科领域中遵循多样化且国际公认的标准，我们对在西亚斯外籍学校为学生提供具有全球竞争力的全面教育充满自信。
By following these diverse and internationally recognized standards across the subject areas, we are confident that we can provide our students with a well-rounded and globally competitive education at Sias IS.
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小学项目的评估是围绕5个重要要素组成的：知识、概念、技能、态度和行动。这些要素相互关联并且对学生进行全面地评估，反映了小学项目跨学科的特质。小学项目的评估方式包括观察、自我评估、同学，老师，形成性和总结性评估。
Assessment in the PYP is organized around five essential elements: knowledge, concepts, skills, attitudes, and action. These elements are interrelated and assessed holistically, reflecting the transdisciplinary nature of the program. Assessment methods in the PYP include observation, self-assessment, peer, teacher, formative, and summative assessments.
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小学项目的形成性评估包括对学生学习的持续反馈，让老师能够调整教学并帮助学生进步。总结性评估包括在每个探究单元的结尾评估学生的学习情况，用于指导未来的教学和学习。
Formative assessment in the PYP involves ongoing feedback on student learning, allowing teachers to adjust their teaching and support students' progress. Summative assessment in the PYP consists of evaluating student learning at the end of a unit of inquiry. It is used to inform future teaching and learning.
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除了这些评估方式，监测、报告、衡量和记录也是小学项目的重要的组成部分。监测包括记录学生的进步，发现可以提升的地方，并且提供及时的干预。报告包括与家长、学生和其他相关人员沟通学生的学习进展情况。测量包括根据设立好的标准量化学生的学习和进步的同时记录学生在此期间的进步。这些进步对于确保学生受到全面的教育并且完整记录和报告他们的学习情况是很重要的。
In addition to these assessment methods, monitoring, reporting, measuring, and documenting are also essential components of the PYP. Monitoring involves tracking student progress, identifying areas of improvement, and providing timely intervention. Reporting involves communicating student progress to parents, students, and other stakeholders. Measuring involves quantifying student learning and progress against established standards while documenting student progress over time. These processes are critical in ensuring students receive a well-rounded education and that their progress is adequately tracked and reported.
声明：本文内容为国际教育号作者发布，不代表国际教育网的观点和立场，本平台仅提供信息存储服务。
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