We prepare our studentsto be

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WORLD READY.

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*本文是雙語文章 左右滑動文字可以切換中英文

中山市阿丁萊幼兒園將打造成為IB PYP學(xué)校，糅合中西方教育精髓，以國際文憑組織IB PYP為課程設(shè)計的核心框架，通過融合六大核心元素為幼兒提供探究式的超學(xué)科學(xué)習(xí)。同時輔以英國EYFS嬰幼兒教育基礎(chǔ)作為不同年齡段孩子身體、心理發(fā)育的考核指標(biāo)，并以獨特的孩子、積極的關(guān)系、有效的環(huán)境和學(xué)習(xí)與成長這四大主題作為指導(dǎo)基礎(chǔ)。我們始終遵循中國學(xué)齡前幼兒教育指引幫助學(xué)生建立深厚的中華文化根基。

中山市阿丁萊幼兒園面向18個月至6周歲兒童，致力于將學(xué)生培養(yǎng)成具有中國靈魂、領(lǐng)會洞悉不同文化、能自由穿梭于不同國度的世界公民，以及對世界懷有積極抱負(fù)的時代創(chuàng)造者。

終身學(xué)習(xí)

培養(yǎng)全能世界公民

終身學(xué)習(xí)者

我們利用以兒童為中心的游戲、探究活動、真實生活體驗、主題式活動，引導(dǎo)幼兒探索生活中的一切，促使其通過不同板塊的課程形成對世界的理解，以及生活中所需的知識和技能。我們希望每一位孩子都能享受在幼兒園的生活，能成長為一位終身學(xué)習(xí)者。

全球勝任力

學(xué)校是發(fā)現(xiàn)孩子和教育學(xué)生的場所。我們幫助學(xué)生找到自己的獨特優(yōu)勢和才華，并幫助他們更好地成長。在幼兒園里，我們?yōu)楹⒆犹峁┮粋€充滿挑戰(zhàn)和冒險的環(huán)境，以此鼓勵他們發(fā)現(xiàn)自己的世界，培養(yǎng)對學(xué)習(xí)的熱愛。通過了解他們的世界，孩子們學(xué)會了尊重地球和地球上的一切事物。

國際化視野

培養(yǎng)幼兒的國際化視野能幫助他們更好地走向未來。未來世界將是一個龐大的地球村，科技的高速發(fā)展為未來不同國度和地域的人們更容易、更輕松地實現(xiàn)溝通交流。這就要求孩子能從小接觸不同的文化，了解世界的發(fā)展，培養(yǎng)更遠(yuǎn)大的志向和格局。

沉浸環(huán)境

多語言思維發(fā)展

學(xué)習(xí)雙語或者三語可以讓孩子的大腦發(fā)展更健康及多元，思維更活躍且邏輯能力更強。隨著年齡的增長，孩子在年幼時學(xué)習(xí)和接觸的一切能幫助他們?nèi)蘸笳莆崭呒壍恼Z言能力。對嬰幼兒而言，學(xué)習(xí)語言不是通過機械性練習(xí)，而是通過在一個沉浸式的環(huán)境中開展高質(zhì)量的對話，孩子能自然習(xí)得語言以及溝通技能。長此以往，孩子們擁有更豐富的詞匯量和更堅實的語言基礎(chǔ)以支持他們更高年級的學(xué)習(xí)。

中山市阿丁萊灣區(qū)幼兒園創(chuàng)造一個多語言學(xué)習(xí)的環(huán)境，園區(qū)以英文為主要溝通語言，無論是課堂還是課間自由探索時間，我們?yōu)楹⒆犹峁┮粋€英語沉浸式的環(huán)境，以實現(xiàn)中文和英語為雙母語的語言啟蒙目標(biāo)。

此外我們將為孩子提供西班牙語探索活動，創(chuàng)造第二外語啟蒙的機會。西班牙語課程以吸引孩子興趣點的方式進行教學(xué)，主要從歌曲開始到簡單的單詞和短語，再慢慢過渡到簡短的介紹和對話。通過多語言學(xué)習(xí)讓孩子培養(yǎng)靈活的思維能力和跨文化適應(yīng)能力，以練就適應(yīng)未來國際社會的技能，幫助孩子更輕松自如地走向世界。

探究學(xué)習(xí)

超學(xué)科多元探索

幼兒園課程設(shè)計框架融入了國際文憑組織IB PYP的核心邏輯，我們鼓勵孩子們通過以兒童為中心的游戲和探究、真實的生活經(jīng)驗，以及有針對性的學(xué)習(xí)和教學(xué)活動來探索不同的生活主題，讓孩子們通過不同領(lǐng)域的探索去認(rèn)知自己以及世界。

每一天，孩子們都在精心策劃和準(zhǔn)備的環(huán)境中進行游戲和探究。教學(xué)環(huán)境的設(shè)計使學(xué)習(xí)具有挑戰(zhàn)性并與 "現(xiàn)實世界 "相關(guān)，來培養(yǎng)孩子的好奇心和創(chuàng)造力。

我們將以孩子的基本認(rèn)知和興趣點被作為引子，在每個孩子的優(yōu)勢、經(jīng)驗、文化和語言背景的基礎(chǔ)上發(fā)展。我們鼓勵孩子們成為獨立的學(xué)習(xí)者和批判性的思考者，使他們有能力采取行動。學(xué)校努力讓所有孩子享受他們的幼兒園生活，并發(fā)展成為終身學(xué)習(xí)者的技能。

幼兒的探索將圍繞探究單元（UOI）的六大超學(xué)科主題開展。打破傳統(tǒng)學(xué)科界限，阿丁萊幼兒園把語言、數(shù)理邏輯、科學(xué)、藝術(shù)、個人與社會、體能等方面的核心知識有機整合，推動孩子學(xué)習(xí)和探索的內(nèi)驅(qū)力，以支持其全方位發(fā)展。

太空場景

鼓勵探索無限可能

我們總是鼓勵孩子仰望星空，目光遠(yuǎn)大，去探索和發(fā)現(xiàn)一切未知的可能。在建筑設(shè)計上我們?nèi)谌虢虒W(xué)理念，以太空探索為靈感貫徹到室內(nèi)外的環(huán)境創(chuàng)設(shè)中，創(chuàng)建一個能激發(fā)學(xué)生想象和學(xué)習(xí)的校園環(huán)境，讓孩子發(fā)揮無窮無盡的創(chuàng)造力和想象力。

外形酷似太空艙的建筑群落代表對未來的探秘和憧憬，為孩子和老師創(chuàng)造無限的想象空間；室內(nèi)環(huán)境同樣以靜謐宇宙為設(shè)計主調(diào)，采用火星橙、太空灰、天空青等充滿科技感的色調(diào)，無論是整體空間還是細(xì)節(jié)處理均能體現(xiàn)世界級的設(shè)計水平。

戶外空間

激發(fā)自然創(chuàng)造能力

與傳統(tǒng)校園不同，中山阿丁萊尋求通過創(chuàng)造與教學(xué)相結(jié)合的校園環(huán)境，為學(xué)生提供更多趣味性的、富有創(chuàng)造力的教學(xué)空間，滿足學(xué)生學(xué)習(xí)、交流、運動、休憩等多種需求。孩子的學(xué)習(xí)與探索不僅僅發(fā)生在室內(nèi)的課堂，所有的戶外區(qū)域都將是鍛煉實踐能力和自主學(xué)習(xí)能力的好地方。

戶外區(qū)域為幼兒提供多種探索機會：

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自然探索區(qū)

自然探索和發(fā)現(xiàn)植物與昆蟲的多樣性，樹葉、樹皮、種子、化石等將會是探索自然的道具，學(xué)生能在這里學(xué)習(xí)打造和管理花園。

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戲劇學(xué)習(xí)區(qū)

為戶外的戲劇藝術(shù)學(xué)習(xí)提供場景和道具。游戲屋、沙子和工具、泡泡、帶輪子的玩具等互動游戲工具，能激發(fā)幼兒的想象力。

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感官探索區(qū)

通過感官去探索和發(fā)掘所處環(huán)境的所有事物，地下水位、灑水器、沙池、挖掘工具等為戶外探索提供想象空間。

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閱讀學(xué)習(xí)區(qū)

閱讀空間延伸至戶外，繪本、書籍、毯子、陽光和微風(fēng)，創(chuàng)造一個舒適的休閑空間。

家校關(guān)系

多重渠道高效溝通

中山阿丁萊深知道高效的家校溝通如何能支持孩子成長，教師團隊不僅僅是孩子的老師，他們也是家長的專業(yè)輔助，共同為幼兒的全面發(fā)展出謀劃策。我們將通過以下被有效認(rèn)證的渠道來實現(xiàn)家園共育的有效性：

家校溝通平臺

老師將通過應(yīng)用程序每天更新孩子在課堂的照片或視頻；每周還會有簡短的周中報告；同時也將是最核心的溝通平臺，家長可以咨詢老師有關(guān)孩子的在校情況，包括請假等。

家長會

針對每位學(xué)生在每學(xué)期舉行一次一對一的家長會。由家長與中教主班以及外籍老師共同參加，通過面對面溝通的方式讓家長更清楚地了解老師針對每一位的孩子設(shè)計的成長計劃，提供和分享對孩子的反饋。

開放日

每學(xué)期舉行一到兩次的在讀學(xué)員家庭開放日。我們將邀請家長加入班級成為孩子們的“一天老師”，為孩子們閱讀故事、玩游戲；家校組成的志愿者團隊共同進入社區(qū)服務(wù)；或者會在整個學(xué)年中開展一場戶外的親子開放日課堂。

家委會

我們鼓勵學(xué)校與家長建立緊密的聯(lián)系，這也是班級內(nèi)部分家長被邀請加入家委會的原因。通過每月開會討論學(xué)校面臨的情況以及我們的改善方案。家長可以開展實地考察、家長活動以及不同板塊的合作活動。

Coffee Corner

在中山阿丁萊，我們相信開放、透明的重要性，旨在創(chuàng)造一個讓所有家庭和孩子都能感到輕松愉悅的校園。

在幼兒園的前臺我們設(shè)有咖啡區(qū)，會在整個學(xué)期里定期舉辦家長課堂、親子活動、老師分享會和其他主題活動，家長可以在這里分享和學(xué)習(xí)。此外，這是一個家長可以自由探索的空間，帶上書籍或電腦，在他們的孩子學(xué)習(xí)時放松或工作。我們的目標(biāo)是提供開放式的空間，讓所有家長感受到園區(qū)的溫暖。

Ardingly College Zhongshan Kindergarten will follow the IB PYP framework, combining the essence of Chinese and Western pedagogies. The aim of the IB PYP is to provide students with an inquiry-based transdisciplinary framework incorporating 6 Units of Inquiry. Additionally, we supplement our programme with the UK EYFS standards for learning, development and care, which prioritises A unique Child, Positive Relationships, Enabling Environments and Learning and Developing. Lastly, we fully align with the Chinese Kindergarten 3 to 6 year-old guidelines which are crucial to building a strong foundation in Chinese culture and development of each child.

Ardingly College Zhongshan Kindergarten welcomes all the children aged from 18 months to six years old. We’re dedicated to shaping and cultivating pupils who will become global citizens with profound appreciation for Chinese culture and a strong sense of national identity, who are freely and easily able to navigate through a multitude of cultural spaces, and become the leaders and creators of the future, equipped with creative and positive ambitions for the world.

Lifelong Learning to Cultivate All-round Global Citizens

Life-long Learners

We use a play based, inquiry approach, make connections to the real world and explore multiple subjects in a transdisciplinary approach connected by a common unit of inquiry. This allows each of our students to explore, question, experiment, and understand things both inside and outside their classroom and to promote their understanding of the world around them. Our approach also provides students with both the knowledge and skills needed in life through our inquiry learning cycle. We want every child to enjoy their kindergarten life and grow into a lifelong learner.

‘World Ready’ Programme

Schools are places for children to discover their interests and develop their talents. We work to support students in finding their unique talents and individual interests and where those intersect, we develop, refine, and enhance those areas. In Kindergarten, we provide children with a challenging and adventurous environment that encourages them to discover the world around them and develop a love of learning from an early age. By learning about the world around them, children learn to respect the planet and everything on it.

International Mindedness

Cultivating young children with an international perspective will be an important skill in the future. With the rapid development of science and technology it will become increasingly more common and easier for people from different countries and regions to communicate and collaborate in the future. This requires children to be exposed to different cultures from an early age, understand the development of the world, develop and understand different perspectives, and learn to share and exchange opinions with others. Learning these skills at a young age will provide our students with a unique advantage and ensure there is no limit to where our children can work and with whom they can communicate and collaborate with in the future.

Immersive Multilingual Development

Learning to be Bilingual, Trilingual or even multilingual can enhance children"s brain development by allowing them to think about problems in more than one way and understand issues in a deeper more well-rounded approach. What they learn and are exposed to at a younger age will support them in their quest to learn and master languages as they continue to get older. Learning a language at an early age is not done through repetition and drills but by being exposed to high quality language in an immersive environment which then allows children to develop these language and communication skills in a natural way. The long-term results, are children who have a much wider vocabulary and a stronger foundation on which to build on in the future.

Ardingly College Zhongshan Kindergarten creates a multilingual learning environment. We use English as the main communication language. To ensure a truly authentic immersive environment teachers remain in English during lesson time, meals, free play or exploration time. The emphasis on English throughout most of the day except for Chinese Inquiry time ensures that children are able to easily understand and communicate in both English and Chinese and that students develop language naturally and not through drilling or rote memorisation.

In addition, we will provide children with the additional language of Spanish to create opportunities for enlightenment in a second foreign language. Through multilingual immersive learning, children can develop the skills to think in different languages, problem solve in different languages, communicate with people from all over the world, and go into the future with an advantage over their peers.

Inquiry Based Transdisciplinary Exploration

The kindergarten curriculum and framework incorporate the core elements of the IB PYP, and we encourage children to explore different themes, areas, and materials through child-centred play and inquiry, authentic scenarios and items, and targeted learning and activities. We allow children to understand themselves and the world around them through independent and guided exploration in a variety of areas.

Throughout each day the children will be engaged in play-based learning & transdisciplinary inquiry within an environment that has been carefully planned for by our expert teachers.

Our Ardingly College Zhongshan Kindergarten environment fosters curiosity, critical thinking, creativity and promotes discovery & exploration by making learning challenging and relevant to the ‘world around them’. Children’s prior knowledge, previous learning and individual interests are used from the start and then based on student’s strengths, experiences, cultural and linguistic backgrounds, built upon from there. Children are supported and encouraged to become independent learners and creatively critical thinkers. Our goal is to ensure all children enjoy their kindergarten experience and become lifelong learners.

There are six transdisciplinary themes that make up the Units of Inquiry (UOI) : Who we are, Where we are in place and time, How we express ourselves, How the world works, How we organize ourselves, Sharing the planet. This Transdisciplinary approach while sharing a common theme breaks down traditional standalone subjects and integrates Language, Social Studies, Logic, Art, Science, and Personal, Social, Physical education (PSPE) according to ability, interest, and individual contexts allowing students to think for themselves, take responsibility for their own learning and provide them an action point to continue to develop in a holistic way.

The Space and Environment Encourage Infinite Exploration

We always encourage children to look up at the stars, look far and wide, and to explore and discover all the unknown possibilities. Through our architectural design, we have integrated our inquiry and exploratory curriculum, and ‘space exploration’ as our inspiration to provide an indoor-outdoor learning environment that allows children to be creative, to explore, and to allow their imagination to be endless, in this way the space, environment, and curriculum all work to extend and enhance imagination and learning.

The kindergarten campus is reminiscent of a space capsule that represents the exploration and longing for the future. It represents our vision of creating a space that allows for unlimited imagination for children and teachers. The interior is also designed with the universe in mind, using Mars orange, space grey, sky blue and other elements contributing to the space aesthetic. The colour tone, overall space, design details, and teaching materials all help reflect our exploratory vision world-class design.

Outdoor Spaces Inspire the Natural Creativity

Different from the traditional campus, Ardingly College Zhongshan seeks to provide students with diverse, creative, and flexible educational spaces. We have used the entire campus including the outdoor areas and the landscaping to support our vision of providing flexible educational spaces that supports students learning and academic needs, spaces for reflection and mindfulness, areas for communication, play, sports, and socialisation.

In the outdoor spaces on the ground level there are seven key areas that were developed to achieve a diversity of exploration:

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Nature Area

Natural exploration and discovery are an integral part of students development. Having an area that is rich in plant, tree, and insect diversity allows students to have a natural and tranquil area to explore or relax.

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Dramatic Area

The dramatic area features outdoor props, scenes and other equipment to allow students to create outdoor performances. Everyone from our youngest learners to our oldest students are able to play, develop, and perform.

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Sensory Area

The unique area is a space for students to explore and discover things in the natural environment through all of their senses. A place with sand, water, and nature all providing the material for students to have a multi sensorial experience.

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Quiet Area

The quiet reading, reflection, and learning area extends to the outdoor environment and has books, blankets, comfortable chairs, a lounge area with lots of sunshine. It is a perfect area for students to come for a relaxing comfortable space to unwind.

Efficient Multi-Channel Home-school Communication

We know that efficient home-school communication can support and enhance a child"s growth and development. Your child’s teachers are not only there to educate and support your child, but to also work as a partner to parents and families. They are there to provide professional support and advice, to work together with families to make suggestions and comprehensive plans for the development of each individual child. We will strive to achieve effective and efficient communication and collaboration through some of the following methods:

Home-School Communication Platform

Teachers will update parents with photos or videos of their child everyday using the school app. Additionally there will be a midweek update provided to parents. Our app is the main way our families and teachers communicate with each other and where parents can ask questions, discuss issues with their child’s teachers, request leave or discuss other issues.

Parent-Teacher Meeting

A one-on-one parent-teacher meeting is held each semester for each student. Parents, their Homeroom Teacher and the Expat Teacher participate together. Through these face-to-face meetings, parents can better understand the growth and development of their child, refine and adjust their child’s individual development plan, and provide and share feedback on the child.

Open House Events

Several open days for current students are held every semester (subject to local Epidemic prevention guidelines). We will invite parents to join the class, participate in the learning together with their child, act as a "teacher for the day", read stories together, play games and join activities together with their child, complete community service projects together, and join our field day events.

Parent Teacher Association

We encourage a strong connection between our school and our families. This is one reason why several parents from each class are invited to join our PTA which meets monthly and discusses ongoing issues in the school along with new initiatives and programmes we offer. Parents can discuss field trips, events and other areas of collaboration.

Coffee Corner

At Ardingly College Zhongshan Kindergarten we believe in openness, transparency, and creating a school where all our families and children feel welcome.

We have a coffee area in our school, and we will hold regular, parent academies, events, teacher sharing sessions, Q&A sessions and other special events throughout the semester where parents can come, share, and learn together. This area also provides a space for parents to relax, bring a book, do some work, or socialise while their child is learning. Our goal is to provide a warm, open, and inviting campus where both our children but also our families feel at home.