与传统教学“以教师为中心”不同，我们将孩子视作学习的主人，期待从概念驱动的视角来观察深度学习是如何在他们身上发生的。在国际文凭幼小项目（IB PYP）中，基于概念的探究是学习的有力载体。

Unlike traditional “teacher-centered” teaching, we see children as masters of learning and look to see how deep learning happens for them from a concept-driven perspective. In the International Baccalaureate Primary Years Programme, concept-based inquiry is a powerful vehicle for learning. 

这样的情景似乎不可能发生，但孩子们在教师创设的学习环境中却真实感受了一把。金生老师没有选择常规的谈话教学方式，而是特意关上所有灯，和其它孩子一起躲起来，让每个孩子体验了独处的「特殊时刻」，从而初步理解「关系」的概念。

Such a scenario seemed impossible, but the children really felt it in the learning environment created by the teacher. Instead of choosing the conventional way of teaching by talking, King's teachers purposely turned off all the lights and hid with the other children, so that each child could experience the 'special moment' of being alone, and thus gain an initial understanding of the concept of 'relationship'.

In fact, in the IB curriculum, the core of the program is to learn in authentic and meaningful contexts. By asking the question “What people do we have around us?”, K2 children are motivated to think about and organize their experiences, and by using visual thinking tools, they are able to further understand the different forms that relationships can take.

我们鼓励孩子实地采访，尽可能理解他人的角色：他们拿着提前设计的记录板，在金生校园随机采访不同的工作人员。刚刚升班到K2的孩子们的学习技能也迎来了更高的挑战：他们需要学会清晰表达自己的问题，搜集信息并用符号做采访记录，学会自信大方地和不同的人交流，在真实情境中习得社交技能与交流技能。结合中华优秀传统文化的学习，我们共同对古今家庭关系、师生关系的变迁也进行了深入的探讨。

Children are encouraged to conduct field interviews to understand the roles of others as much as possible: they take note-taking boards and interview different staff members randomly at the King’s Campus. K2 Children are also presented with higher challenges in their learning skills: they need to learn to express their questions clearly, gather information and use symbols to record interviews, learn to communicate confidently and graciously with different people, and acquire social and communication skills in real-life situations. In conjunction with the study of traditional Chinese culture, teachers and students also had an in-depth discussion on the changes in family relationships and teacher-student relationships in the past and present.

在金生，老师们集体协作制定探究线索，从不同层次丰富孩子的学习体验。既然人际关系有着不同的形式，它们又是怎样如何影响我们呢？玩耍即探究，孩子们在游戏中对合作和竞争有了全方位的情绪及认知体验。

At King’s, teachers work collectively to develop lines of inquiry that enrich children's learning experiences on a variety of levels. Since relationships take different forms, how do they affect us? Play is inquiry, and children have a full range of emotional and cognitive experiences of cooperation and competition in play.

在“合作写大字”的游戏中，孩子们感受到了要「心往一处想，劲儿往一处使」才能取得成功；“纸杯运小球”的竞赛中，孩子们克服了对输赢的焦虑，学习享受过程，全力以赴，以及面对竞赛结果的平和与从容。

In the game of “cooperative writing”, the children felt that they had to “think together and work together” in order to be successful; in the competition of “cup dribbling”, the children overcame the anxiety of winning or losing and learned to enjoy the process, give their best and be peaceful and calm in the face of the results.

探究在进行，学习在发生。在IB PYP的超学科主题学习中，教师和孩子通过各种方式来扩展对中心思想的思考，并据此采取行动和改变。

Inquiry is taking place and learning is happening. In IB PYP transdisciplinary theme learning, teachers and children work in a variety of ways to extend their thinking about central ideas and act and change accordingly.

What is a good friend？How can we maintain the different relationships that we have?这些是孩子们在英文课堂上集体讨论的话题。为了烘焙一份美味的“友谊料理”，孩子需要调动对朋友关系的经验，理解Kindness、Loyalty、Respect、Sharing等与价值观相关词汇，并做批判性思考。

What is a good friend and how can we maintain the different relationships that we have? These are the topics that children collectively discuss in the English classroom. In order to bake a delicious 'friendship cake’, children need to recall their experiences of friendships, understand values-related vocabulary such as Kindness, Loyalty, Respect, Sharing, etc., and think critically.

在对关系进一步的探究中，孩子们在了解自我与他人的过程逐渐获得社会性发展。他们进行自我观察，动手用粘土表现自己独特的外形和爱好，又应用DIY手工和留声卡片展示独一无二的自我， 最终制作出独一份的三维立体「朋友圈」，陈设在班级门口互相共享。

Through further exploration of relationships, the children gained social development as they learned about themselves and others. They make self-observations, express their unique shapes and hobbies with clay, display their unique selves with DIY crafts and sound cards, and finally create a unique three-dimensional “Circle of Friends” to be displayed at the entrance of the classroom to share with each other.

Interacting with people makes you happy, but sometimes you can hit a wall. What if there is a conflict in a relationship? Through the contrast between crumpling and unfolding a piece of paper, children feel the impact of language on others and learn to solve problems by applying the five-finger repetition method of nonviolent communication.

「我们是谁」的超学科主题探究接近尾声，孩子们和老师共同设计了Friendship Fun Day，他们以亲身行动迁移所学概念，传递观点，影响他人，促进金生学习者社区成员之间的友好联动。这样的行动，连同探究学习过程的点点滴滴，正是老师们评估孩子学习成效的有力凭据。

At the end of the “Who We Are” cross-curricular theme, the children and their teachers designed a Friendship Fun Day, in which they took action to transfer the concepts they had learned, pass on their ideas, influence others, and promote friendship among the members of the King’s Learners community. Such actions, along with the learning process of the inquiry, are powerful evidence for teachers to assess the effectiveness of their children's learning.