在PYP项目的第二个主题的探究过程中，我们欣喜地看到，老师们将概念与教学结合，引导学生进行更深入地理解，积极主动地探究。

一年级本次探究的重大主题为：世界如何运作？孩子们需要探究的中心思想为：简单的机器让工作更便捷。孩子们有三条探究线索：简单的机器；简单的机器的功能；简单的机器如何让生活变得更美好。

在此过程中，孩子们了解了简单机器的样子（形式）、功能，以及让人们生活变得更美好的原因。在探究的每个阶段，我们链接不同的学科，通过有趣的探究活动激发孩子的兴趣，培养孩子的创造性思考技能、转移技能（在多种情境中运用技能和知识）和组织技能（有效地管理时间和作业）。通过下面的探究循环，孩子们逐步对简单的机器有了更深入的理解。

在前期评价阶段，我们通过KWL来评价学生对简单机器的基本理解：你知道什么？你想知道什么？你学到了什么？在此阶段，老师会帮助学生记录自己对简单机器的了解和学生的问题，以帮助老师调整教学计划，也激发学生对探究简单机器的乐趣。

在搜索资料和分析资料阶段，孩子们将会在STEAM课上，通过物品分类的方式了解简单机器的样子，并在学校和家庭环境中寻找简单的机器，并将他们分类。

为了让孩子们获得关于简单机器的相关资料，图书馆Yuanyuan老师为孩子们挑选了相关书籍，孩子们会主动去班级迷你图书馆查找相关知识。

深入探究阶段，孩子们通过制作简单的机器，探究简单机器的功能。在此过程中，孩子们不仅要发挥想象力，有效地管理好自己的时间，还要思考自己的机器能够做到什么，如何帮助我们解决实际存在的问题。

在语文课上，孩子们则会思考简单的机器对生活的作用，探究它对生活的影响。孩子们读了《拔萝卜》的故事之后，链接到在STEAM课上学到的相关知识，想到我们可以利用简单的机器，以更轻松的方式拔出萝卜。这就考察到了学生的转移技能（在多种情境中运用技能和知识）。

整个探究循环将是一个为期六周的探究过程，目前一年级的孩子们已经探究到“得出结论”的阶段，之后，孩子们会探究身边存在的一些问题，设计简单机器的图纸，以解决身边存在的问题，让我们的生活变得更美好。老师们将会组织一场拍卖会，在拍卖会中，孩子们需要介绍自己的简单机器的图纸，努力说服参与者购买自己的图纸。让我们期待拍卖会成功开展。

在四年级英语分级课堂上，Ms. Aoife 引领孩子们探究：在不同的文化中，建筑和食物是如何变化的。（how do homes and food change in different cultures）。在此过程中，孩子们不仅仅了解不同国家的家庭和食物，更重要的是了解“变化”的概念。这也是PYP七大重要概念之一。

探究的开始，四年级的孩子们采访了教师，了解他们的家乡、饮食、名菜、建筑和著名建筑。孩子们去图书馆查找了有关这些国家的书籍，然后利用文献和 iPad 研究了一个教师所在的国家，重点是食物和建筑。

由于孩子们大多生活在深圳，对于 “来了深圳，就成了深圳人”这句话十分熟悉，于是孩子们决定将研究的重点放在深圳。为此，孩子们考察了深圳的不同区域，如大芬、华侨城（Oct Loft）、南山。然后把注意力集中在其中一栋建筑上，了解这种建筑的特点和历史。再将深圳的典型建筑与世界上不同风格的建筑对比，了解建筑从古到今的变化。

除此以外，学生还探究了这个问题：为什么我们能吃到某些食物？孩子们调查了食物的来源，从古到今的变化以及在不同国家之间的差异。学生们撰写了关于水芹的说明文，与同学分享并修改说明文，再根据说明文自己种植水芹。在此过程中，孩子们需要了解相关词汇，明确撰写说明文所需要用到的设备、说明文的写作顺序和连接词，灵活运用语言知识。

之后，孩子们开始验证自己是否能将所学知识迁移到更广阔的领域，他们设计了自己的小花园。学生们测量了面积，讨论了该区域的要素、土壤类型、关键植物（如树木）、壁画，然后根据这些信息设计了自己的花园，并用英语标注了所有关键要素。

在整个英语教学过程中，Aoife老师将英语学科知识、技能与概念相结合，促进学生对概念的理解，培养思考技能。

为了孩子们更好地理解IB学习者培养目标，也为了培养具有自我评估能力的孩子，小学一到五年级，我们制定了反思册。每天早上,孩子们都要在定下今天的目标，下午，利用圆圈时间反思自己：我达到目标了吗？哪些行为可以证明我达到了目标？

在设定目标-自我评估的过程中，孩子们将慢慢养成反思的习惯，并在生活与学习中逐步理解IB培养者目标的涵义。同时，老师们也会有意识地将IB学习者培养目标融入日常教学中。

IB PYP项目将会是一个课程持续发展的过程，在这个过程中，学校员工的合作、反思与行动显得尤为重要。

深圳诺德学校的PYP 团队，不仅重视理论的学习，还注重合作、关注学生的实际情况，及时反思，积极实践，从实践中汲取经验和教训，促进PYP项目在深圳诺德学校的发展。本文由王佳妮 JennyWang老师提供

12月17日上午的校园开放日现场，您和孩子将有机会亲临校园，参观我们的设施，与教职员工交流，并了解我们丰富的课程和课外活动。

In the inquiry process of the second unit in the PYP project, we are delighted to see that teachers integrate concepts with teaching, guiding students to a deeper understanding and actively engage in exploration.

The significant theme for Grade 1 students is "How the World Works?" The central idea for the children to explore is "Simple machines make work easier." The children have three lines of inquiry: simple machines, the function of simple machines, and how simple machines make life better.

During this process, the children learn about the appearance (form) and function of simple machines, as well as the reasons why they make people's lives better. At each stage, we integrate different subjects, inspiring children's interests through engaging inquiry activities, fostering their creative thinking skills, transferable skills (applying skills and knowledge in various contexts), and organizational skills (effectively managing time and assignments). Through the inquiry cycle outlined below, children gradually develop a deeper understanding of simple machines.

During the formative assessment stage, we used KWL to assess students' basic understanding of simple machines: What do you know? What do you want to know? What have you learned? At this stage, teachers help students record their understanding of simple machines and their questions to help adjust the teaching plan and inspire students' interest in exploring simple machines.

During the data gathering and analysis stage, children will learn about the appearance of simple machines through STEAM classes by categorizing objects. They will also search for simple machines in their school and home environments and categorize them accordingly.

In order for the children to access relevant information about simple machines, the library teacher has selected books for them. The children will take the initiative to visit the classroom mini library to find out about it.

During the in-depth exploration phase, children explore the functions of simple machines by creating them. In this process, children not only need to use their imagination and manage their time effectively, but also need to consider what functions their machines can achieve and how they can help solve real-life problems. This hands-on learning approach can help children gain a deeper understanding of the principles and applications of simple machines.

In Chinese class, students reflected on the role of simple machines in life and explored their impact on life. After reading the story "Pulling Radishes," the children connected it to the related knowledge learned in the STEAM class and realized that we could use simple machines to pull out radishes in an easier way. This tested the students' transfer skills (applying skills and knowledge in various contexts).

The entire inquiry cycle was a six-week exploration process. At the time, the first-grade children had reached the "drawing conclusions" stage. After that, the children explored some problems around them, designed blueprints for simple machines to solve these problems, and made our lives better. The teachers organized an auction, during which the children had to present their blueprints for the simple machines and make a convincing case to persuade participants to purchase their blueprints. We looked forward to a successful auction.

In the Grade 4 English classroom, Ms. Aoife led the children to explore how homes and food changed in different cultures. During this process, the children not only learned about homes and food in different countries but, more importantly, they understood the concept of "change." This is also one of the seven important concepts of the PYP.

At the beginning of the exploration, the Grade 4 children interviewed teachers to learn about their hometowns, cuisine, famous dishes, architecture, and renowned buildings. The children went to the library to search for books about these countries and then used literature and iPads to research a country where a teacher was from, focusing on food and architecture.

As most of the children lived in Shenzhen and were familiar with the saying "once you come to Shenzhen, you become a Shenzhener," they decided to focus their research on Shenzhen. They explored different areas of Shenzhen, such as Dafen, OCT Loft, and Nanshan, and then focused on one building to learn about its characteristics and history. They also compared typical buildings in Shenzhen with buildings of different styles from around the world to understand the evolution of architecture over time.

In addition, the students investigated the question of why we can eat certain foods. They researched the sources of food, changes in food from ancient times to the present, and differences between countries. The students wrote an explanatory text about water celery, shared and revised it with their classmates, and then planted water celery based on the text. Throughout this process, the students needed to understand relevant vocabulary, clarify the equipment needed to write an explanatory text, the order of writing, and the use of connecting words, and flexibly apply language knowledge.

Afterwards, the students began to test whether they could transfer their learning to a broader field by designing their own small garden. They measured the area, discussed the elements of the area, soil types, key plants (such as trees), murals, and then designed their own garden based on this information, labeling all key elements in English.

Throughout the English teaching process, Ms. Aoife combined English subject knowledge, skills, and concepts to promote students' understanding of concepts and develop their thinking skills.

In order for the children to better understand the IB Learner Development Goals and to develop children with self-assessment skills, a reflection book has been developed for Grade 1 to Grade 5. Each morning, children set their goals for the day, and in the afternoon, they use circle time to reflect on themselves: Have I met my goals? What behaviors demonstrate that I have met my goals?

In the process of goal-setting and self-assessment, children will slowly develop the habit of reflection and gradually understand the meaning of IB trainer's goals in their life and learning. At the same time, teachers will consciously integrate the IB Learner Development Goals into their daily teaching.

The IB PYP program will be a process of continuous development of the curriculum, in which the cooperation, reflection and action of school staff are especially important. The PYP team at Shenzhen Nordic School not only emphasizes theoretical learning, but also focuses on cooperation, paying attention to the actual situation of the students, reflecting in time, actively practicing, and learning from practice to promote the development of the PYP program at NASSZ.

You and your child will have the opportunity to visit our campus on the morning of December 17th at our Open Day to tour our facilities, speak with faculty and staff, and learn about our rich curriculum and extracurricular activities.