幼兒園與小學(xué)，存在著外在環(huán)境、教學(xué)內(nèi)容、時間安排等各處不同，孩子抑或家長都將迎來全新的挑戰(zhàn)。

(相關(guān)資料圖)

作為九年義務(wù)教育的開端，小學(xué)低年級的過渡顯得尤為重要。怎樣的課程安排，能幫助孩子塑造良好的思維習(xí)慣基礎(chǔ)？怎樣的教學(xué)環(huán)境，能讓孩子從幼兒園的狀態(tài)中平滑升級？

我們特此采訪了小學(xué)部的班主任、英語和計算機的學(xué)科老師，解答一些疑問，也為大家呈現(xiàn)狄邦華曜在幼升小階段的變化與適應(yīng)、學(xué)術(shù)與課程安排、雙語環(huán)境等最新的內(nèi)容。

Swipe left for English→

There are various differences between preschool and elementary school, such as external environment, teaching content, and scheduling, which will bring new challenges for children and parents alike.

As the beginning of compulsory education for nine years, the transition of the lower grades of elementary school is particularly important. What kind of curriculum can help children develop a good foundation of thinking habits? What kind of teaching environment can smooth the transition from preschool?

We interviewed the Homeroom teachers, English and computer subject teachers of the Elementary School div to answer some questions and present the latest content on the changes and adaptations, academic and curriculum arrangements, bilingual environment of Dipont Hauyao Collegiate School during the transition from Preschool to Elementary school.

←向右滑動查看中文

Miley

一年級

班主任

語文老師

Nick

一年級

班主任

英文老師

Suren

小學(xué)部

藝術(shù)與科技學(xué)科組長計算機信息技術(shù)老師

Miley

G1 Homeroom Teacher

Nick

G1 Homeroom Teacher

Suren

ES ICS Teacher

More

Explore our Grade 1

探訪我們的一年級

1

迎接變化：

全面引導(dǎo)，逐步過渡

····

····

····

與幼兒園相比，進入小學(xué)的學(xué)者們將面臨著諸多的變化。

學(xué)習(xí)時間

- 幼兒園8:30到校，下午3:30放學(xué)，期間包括午休；小學(xué)部則為上午7:55開始入校，下午16:30放學(xué)。

- 小學(xué)的一天包括每天7節(jié)課，每節(jié)課40分鐘，每兩節(jié)課之間會穿插一次Break，但不再有午睡環(huán)節(jié)。15:00，學(xué)術(shù)課程結(jié)束。

- 每周一到周四在15:30-16:30，小學(xué)會提供幾十門不同內(nèi)容的延展課程供學(xué)者們選擇，例如英語創(chuàng)意寫作、科學(xué)實驗室、體操、游泳、全裝備美式橄欖球、折紙藝術(shù)、油畫、音樂等。

學(xué)習(xí)場所

幼兒園班均人數(shù)相對較少，場地相對獨立；小學(xué)則涵蓋年級更廣，每天學(xué)習(xí)活動的場所更多，場地更大。老師會在開學(xué)初帶領(lǐng)小學(xué)者們了解學(xué)校各處的設(shè)備及動線，方便使用洗手間、飲水機等，在不同課程走班時能順利找到目標地；同時協(xié)助孩子們建立在校園內(nèi)和其他年級學(xué)者共處的心理素質(zhì)。

教育方式

幼兒園保教一體，老師和助教會時刻關(guān)注孩子們，幫忙解決日常問題；小學(xué)的教師對生活方面照顧較少，更側(cè)重于學(xué)習(xí)與品德的教育，對于孩子的自理能力有更高的要求。從入學(xué)第一個學(xué)期開始，老師會根據(jù)情況，關(guān)注學(xué)者們對于衣物的保管、書包的整理等事宜，以培養(yǎng)大家的良好習(xí)慣。

學(xué)習(xí)內(nèi)容

幼兒園的學(xué)習(xí)不涉及明確的學(xué)科概念；小學(xué)正式開始分科學(xué)習(xí)，每門課都有專業(yè)的學(xué)科老師，并且要完成學(xué)習(xí)任務(wù)和階段評估等。小學(xué)低年級的老師會通過布置非書面類的作業(yè)，幫助孩子們形成任務(wù)意識；同時鼓勵小朋友們進行課外閱讀、親子閱讀，強化自主閱讀的能力。

為了讓小學(xué)者們能在多重的變化中自然過渡，保持好學(xué)習(xí)的節(jié)奏，我們在科學(xué)規(guī)范的時間框架下，充分穿插游戲體驗和休息的機會。

小學(xué)的到校后即為晨會環(huán)節(jié)。每日晨會事宜略有不同，一般會讓小學(xué)者們聊聊前一晚發(fā)生的事和感想，同時和老師一起了解當(dāng)天的日程及特殊活動，并開展一些游戲內(nèi)容讓孩子們輕松進入當(dāng)天的學(xué)習(xí)。

小學(xué)部的中文班主任Miley老師分享說：“我們會根據(jù)最近的課題，安排相關(guān)聯(lián)的游戲。例如現(xiàn)在是入春時節(jié)，就會提出植物種植的計劃，包括后續(xù)的修剪、打理等；或是與心理部門的老師聯(lián)動，帶領(lǐng)小朋友們制作情緒風(fēng)鈴，把害怕或傷心的情緒寫進瓶中掛起來，隨著悅耳的風(fēng)鈴聲，讓負面情緒乘風(fēng)而去。”

課間的休息時間同樣有相應(yīng)的安排，不浪費每個碎片化的時間。我們會以年級為單位，將不同班級的小學(xué)者們共同調(diào)動起來，組織戶外的活動。孩子們可以通過游戲以及與其他人相處玩耍，在課與課之間調(diào)節(jié)心情，保持積極的狀態(tài)。”

在整體作息的設(shè)定上，我們充分考量到小學(xué)階段孩子們的生理及心理，既利用好每一刻的在校時間，又讓學(xué)者們能處于松緊有度的、安全愉快的環(huán)境之中，實現(xiàn)適應(yīng)與成長。

2

學(xué)術(shù)培養(yǎng)：

好奇心，自信心，創(chuàng)造力

····

····

····

在學(xué)術(shù)與興趣層面，狄邦華曜從課程設(shè)置、教學(xué)方式、作業(yè)和評估系統(tǒng)三方面為小學(xué)者們的個性及全面發(fā)展保駕護航。

課程設(shè)置

進入小學(xué)后，課程分類明晰，我們以中國的課程大綱為本，開設(shè)語文、中文數(shù)學(xué)、英文數(shù)學(xué)、英語、科學(xué)、計算機信息技術(shù)、舞蹈、藝術(shù)等科目。

一般高年級才會設(shè)置的ICS（計算機信息技術(shù)）課程，在小學(xué)一年級的課表上就可以看到。通過教師的引導(dǎo)，讓小學(xué)者們有機會在更早的階段接觸信息技術(shù)、機器人編程、3C產(chǎn)品等知識。

人工智能時代已到，我們與多媒體的環(huán)境分不開關(guān)系。ICS的基礎(chǔ)教學(xué)，例如不插電編程，Scratch編程等，不僅能幫助孩子們以興趣為導(dǎo)向，從小開拓對于計算機的認知，同時能夠在低齡階段培養(yǎng)實證思維、邏輯思維和計算思維等各學(xué)科通用的思維能力。

與此同時，顧慮到孩子們的全面發(fā)展，在基礎(chǔ)學(xué)科之余，音、體、美的學(xué)習(xí)也以更細化的方式開設(shè)給小學(xué)者們，如音樂課，除了樂理、樂器學(xué)習(xí)外，還有Performing Arts、Drama、Dance Class等方面的教學(xué)。讓孩子們在藝術(shù)素養(yǎng)、語言能力和公共表達方面得到多維提升，并通過自我的探索，發(fā)現(xiàn)興趣與熱愛所在。

教學(xué)方式

iSTEAM-PBL（跨學(xué)科項目制學(xué)習(xí)）是貫穿學(xué)校全學(xué)段的特色教學(xué)方式。跨學(xué)科老師共同設(shè)計結(jié)構(gòu)化的主題探究項目，結(jié)合現(xiàn)實課題，融匯多門學(xué)科，讓學(xué)者們在參與過程中同時掌握語言、科學(xué)、藝術(shù)、表達等多維知識，了解不同學(xué)科在實際問題中的應(yīng)用方式。

在小學(xué)階段，各學(xué)科中外教會共同備課，帶領(lǐng)小學(xué)者們在同一主題下，進行跨學(xué)科、多角度的深挖，同時充分調(diào)動大家的能動性，手腦并用，不僅記住知識，還能通過實踐得到各項重要能力素養(yǎng)的鍛煉。

以“動物”為例，在教學(xué)規(guī)劃時，各科會緊密結(jié)合這一主題，開展相應(yīng)的課堂內(nèi)容。小朋友們會制作動物名牌，在中文或英文課中，介紹自己設(shè)計的名牌及動物的來源和生活習(xí)慣；在科學(xué)課程中，會了解和探討一些動物的外形、構(gòu)造、生物歷史；在表演課中，會學(xué)習(xí)動物有關(guān)的歌曲……

當(dāng)在課上了解到瀕危物種時，隨著對于滅絕原因和保護方式的討論，推出環(huán)保袋制作的Project。學(xué)者們將自己對于拯救瀕危動物的思考，融入設(shè)計之中。完成設(shè)計后，會邀請大家進行投票，高票作品會被實際批量印制出來，給到學(xué)者們使用。真正將“環(huán)保”的理念吸收，并貫徹到行動之中。

iSTEAM-PBL之余，各學(xué)科的教師也會從不同方面創(chuàng)新教學(xué)方式。

例如每周語文課另有項目安排，學(xué)者們根據(jù)布置的主題完成創(chuàng)作，包括但不限于藝術(shù)海報、手工燈籠等等；英語課老師會鼓勵學(xué)者充分利用平臺資源，如閱讀書目豐富的MyON、提供趣味練習(xí)題的IXL等，利用課余時間進行自我拓展。

除了教室內(nèi)，很多課堂還會在室外展開。老師們會帶領(lǐng)小學(xué)者們走到戶外，通過工具或?qū)嶒灒惺茏匀恢兴N含的神奇現(xiàn)象和科學(xué)道理。

作業(yè)與評估

作業(yè)與評估，是知識鞏固和階段性學(xué)習(xí)成果驗收的重要方面。在狄邦華曜，我們區(qū)別于傳統(tǒng)做法，采用了各種靈活有趣的方式來進行。

Miley老師和我們分享，在語文課上，她和助教會將每天的聽寫詞語環(huán)節(jié)，改成“闖關(guān)”的形式，在小朋友們的意識里植入“學(xué)習(xí)像游戲一樣”的感覺；或是通過Popcorn Reading的閱讀接力，在保證孩子們學(xué)習(xí)的興趣的同時，提升他們對于課本內(nèi)容的專注力，收獲更加沉浸式的閱讀體驗。

語文組會定期組織“故事比賽”，小學(xué)者們將閱讀過的故事重新敘述，達成詞匯的記憶和積累。孩子每天回家和父母分享學(xué)校的閱讀，在做的小項目；在家長的陪伴、傾聽以及每周項目制學(xué)習(xí)的參與下，將所學(xué)融會貫通。

低年級的孩子放學(xué)后并沒有太多書面作業(yè)，重復(fù)的抄寫和背誦不僅低效，且有可能磨滅孩子對學(xué)習(xí)的興趣。取而代之的是更具綜合性的項目制作品呈現(xiàn)。

小學(xué)的評估同樣加入了趣味元素。例如設(shè)置聽、說、讀、寫不同的站點進行考核打卡；或是模擬記者采訪的形式來測試小學(xué)者們的口語水平等。

各種靈活的評測方法，讓孩子從進入學(xué)校開始，就對學(xué)習(xí)產(chǎn)生興趣，對知識產(chǎn)生好奇。從教育的被動接受中解放。

3

雙語學(xué)習(xí)：

沉浸式的語言環(huán)境

····

····

····

雙語教學(xué)是狄邦華曜教學(xué)的一大重點，我們希望學(xué)者們通過環(huán)境的浸潤，形成雙語思維，打通語言的內(nèi)在邏輯，能夠時刻在不同的語境中自然流暢地表達。

在打造沉浸式雙語體驗上，一是從小學(xué)至初高中，各學(xué)科均使用兩種語言對學(xué)術(shù)內(nèi)容進行教授，包括音、體、美、戲劇等活動都有外教的參與，其整體的中英文授課比例將會保持1：1的平衡狀態(tài)；

二是中外教會同時備課，數(shù)學(xué)、科學(xué)等課目均有專門的英語課程。英文學(xué)科老師會根據(jù)中文課程進度，結(jié)合美國等西方國家的教程進行補充，除了詞匯之外，在問題解決、內(nèi)在邏輯等方面都進行了強化。

因為小朋友們在幼兒園時接觸英文的程度不同，針對不同背景和基礎(chǔ)的學(xué)者，我們將英文學(xué)習(xí)分為三個不同維度的Flexible Learning Group：FLG1 Emerging, FLG2 Expected and FLG3 Exceeded，可以根據(jù)自己的情況，去選擇適合的分組，更好地融入到語言學(xué)習(xí)的進度之中。

中文學(xué)習(xí)同樣如此。除了整體的分級選擇，在組內(nèi)也會給予每個學(xué)者個性化的關(guān)懷。

“哪怕是在同一個 level 里面，小朋友們識字量、閱讀能力還是會有差別，我們會讓孩子們嘗試Peer Work，鼓勵他們通過小組的互動，跟同齡人互相學(xué)習(xí)。”

教學(xué)過程中，從低年級到高年級，選取教材逐步遞進。小學(xué)第一學(xué)期處于過渡期，會選擇以圖片為主、文字為輔的繪本；到了下半學(xué)期，開始使用圖片和文字各占一半比例的讀物；再接下來隨著拼音學(xué)習(xí)的完成，升級到閱讀文字帶有拼音的書。

為了強調(diào)語言學(xué)習(xí)中閱讀的重要性，老師每周都會帶學(xué)生去圖書館，利用豐富的資源，開展閱讀課。閱讀由課內(nèi)篇目、課外篇目以及整本書閱讀構(gòu)建而成，輸入與輸出同步練習(xí)，以讀促說，以說帶讀。在小學(xué)將閱讀的習(xí)慣全方位地培養(yǎng)起來。

日常習(xí)慣了雙語的輸入，會逐漸印記反應(yīng)在學(xué)者的輸出中。學(xué)者們在Project中制作的作品，很多文案或標語都以中英雙語的形式出現(xiàn)；他們在課堂的任務(wù)反饋時，也會通過雙語來進行闡述和表達。

4

正面管教：

身體力行，“教書”亦是“育人”

····

····

····

除了語言，在成長為人的其他方面，也同樣注重環(huán)境帶來的影響力。

面對剛剛進入“大社區(qū)”的學(xué)者們，狄邦華曜的教師們普遍傾向于“正面管教”，以包容、積極、尊重的態(tài)度去迎接他們。一邊用心培養(yǎng)孩子們的規(guī)則意識，一邊充分給予他們分享個人想法和觀點的空間和自信。同時鼓勵孩子們使用“Positive Thinking”，從積極的方向去多做思考。

Miley作為中文老師，格外清楚語言所具備的力量。因此她非常重視班級的整體氛圍和孩子們的表達態(tài)度。她會盡量避免消極的用詞，也會注重小朋友們的語言習(xí)慣。

通過以平等的方式與每一位學(xué)者進行交流，讓他們在潛移默化中，也以同樣的態(tài)度去對待他人。

“我們希望創(chuàng)造有愛的班級，在這里讓小朋友們懂得尊重別人，懂得眾生平等。無論他人的身份、地位、經(jīng)濟條件如何，采取的態(tài)度都應(yīng)該是平等的。得到幫助說謝謝，造成麻煩說對不起，這是基本的待人禮貌和品質(zhì)。”

對于剛剛進入小學(xué)的小朋友們來說，像是外套弄丟、沒有及時扔垃圾之類的事情時有發(fā)生。當(dāng)發(fā)現(xiàn)問題時，老師們第一步不是批評，而是定時定點地去提醒，去平和地告訴大家問題所在，讓學(xué)者們能在和諧的環(huán)境中，慢慢養(yǎng)成好的行為習(xí)慣，能夠自己知道如何解決相似的問題。

小學(xué)的規(guī)范變多，并不只是為了進行“約束”，而是為將來學(xué)者們離開校園、進入其他社會場域之中提前做好準備。孩子越早地去了解規(guī)則的意義，在這一體系中去磨練性格、品德、為人處世的方式，是很重要的。

小學(xué)低齡階段的教育工作，涉及細枝末節(jié)，對耐心有很大的要求，可能某些問題反復(fù)出現(xiàn)，需要老師持續(xù)不懈地重申、提醒。但在這個階段之后，當(dāng)習(xí)慣真正養(yǎng)成了之后，對孩子來說會受益終身。

小學(xué)一年級目前所有的設(shè)置，代表著我們對于12年一貫制起點的期待。這既是諸多特色教學(xué)方式的開始，也是為孩子們打下夯實基礎(chǔ)的必備條件。我們希望能從一年級起，看到小學(xué)者們汲取能量，茁壯成長，不斷進化。

Swipe left for English

1

Facing Changes:

Comprehensive guidance and gradual transition

····

····

····

Compared to Preschool, scholars who enter Elementary School will face many changes.

Learning time

- The arrival time for Preschool scholars is 08:30 and the dismissal time is 15:30. And there is a nap time each afternoon. For the Primary School, the arrival time is 07:55 and the dismissal time is 16:30.

- The elementary school day consists of 7 classes per day, each class is 40 minutes. A Break is interspersed between every two classes, but there is no longer a nap session. 15:00, the academic blocks ends.

- Every Monday through Thursday from 15:30-16:30 (Life Block), the elementary school offers dozens of extra-curriclums for scholars to choose from, such as English creative writing, science lab, gymnastics, swimming, full equipment American football, origami art, oil painting, music, and more.

Learning environment

The average class size in Preschool is relatively small and the space for teaching activities is relatively separate. Elementary school covers a wider range of grades, has larger facilities, and has a more disciplined and regulated environment. Teachers will guide ES scholars to understand the equipment and movement routes around the school, making it easier for them to use restrooms, water fountains, etc. and find their target destinations during different class sessions. At the same time, teachers also help scholars establish psychological qualities for coexisting with other grade-level scholars on campus.

Teaching style

Preschool combines education with childcare, teachers and assistants pay close attention to the children and help solve daily problems. Elementary school teachers pay less attention to daily life and focus more on education in learning and morality, with higher expectations for scholars" self-care abilities. From the first semester, teachers will pay attention to matters such as clothing storage and backpack organization based on the situation to cultivate good habits among scholars.

Learning Content

In preschool, learning is mainly focused on play and interest development, without clear subject concepts. Formal subject-specific learning begins in elementary school, where each subject has its own specialized teacher, and scholars are required to complete learning tasks and tests, which can create certain academic pressure. Teachers in the lower grades of elementary school assign non-written homework to help children develop a sense of responsibility for tasks, while also encouraging them to engage in extracurricular and parent-child reading to enhance their independent reading abilities.

To help elementary school scholars transition naturally amidst multiple changes and maintain a good learning pace, we fully integrate game experiences and opportunities for rest into a scientifically standardized time framework.

Upon arriving at elementary school, scholars participate in a morning meeting. The daily agenda of the morning meeting varies slightly, but generally involves scholars discussing their experiences and feelings from the previous evening, along with teachers informing them about the day"s schedule and any special activities, and engaging in some game activities to help children ease into their daily learning.

Miley, the Chinese homeroom teacher in the Elementary School, shared: "We arrange related games based on recent topics. For example, during the spring season, we plan for planting activities, including pruning and care; or we collaborate with the psychology department"s teachers to lead children in making emotional wind chimes, where they can write their fears or sadness on a piece of paper and put it in a bottle, hanging it up to ring with the soothing sound of the wind chimes, helping to dispel negative emotions."

There are also corresponding arrangements for rest time between classes, making use of every fragmented moment. We mobilize elementary school scholars from different classes together, organizing outdoor activities by grade. Children can adjust their mood through games and playing with others between classes, maintaining a positive attitude.

In the overall schedule, we fully consider the physical and psychological aspects of elementary school children, making good use of every moment at school while also ensuring they are in a relaxed, safe, and pleasant environment, allowing for adaptation and growth.

2

Academic development:

Curiosity, self-confidence, creativity

····

····

····

In terms of academics and interests, Dipont Hauyao Collegiate School provides comprehensive support for the personal and all-round development of elementary school scholars through curriculum design, teaching methods, homework, and evaluation system.

Curriculum design:

After entering elementary school, the curriculum is clearly classified, and we base it on the Chinese curriculum outline, offering subjects such as Chinese language, Chinese mathematics, English mathematics, English, science, and computer science.

The ICS course, which is generally only offered in higher grades, can be seen on the first-grade schedule. Through the guidance of teachers, elementary school scholars have the opportunity to learn about information technology, robot programming, 3C products, and other knowledge at an earlier stage.

The era of artificial intelligence has arrived, and we cannot separate ourselves from the multimedia environment. The basic teaching of ICS, such as unplugged programming content, not only helps children develop their understanding of computers from an interest-oriented perspective but also cultivates general thinking skills in various disciplines such as empirical thinking, logical thinking, and computational thinking at an early age.

At the same time, considering the comprehensive development of children, in addition to basic subjects, we offer related extension content for scholars to learn about. For example, in music class, in addition to music theory and instrument learning, there are also teaching aspects such as Performing Arts, Drama, and Dance Class. This allows children to receive multidimensional improvement in artistic literacy, language ability, and public expression, and through self-exploration, discover their interests and passions.

Teaching methods:

iSTEAM-PBL (interdisciplinary project-based learning) is a characteristic teaching method that runs through the entire school. It integrates STEAM and PBL, combines real-life issues, and designs structured thematic exploration projects to allow learners to acquire multidimensional knowledge in language, science, art, and expression during the participation process.

In the elementary school stage, both Chinese and foreign teachers will prepare lessons together, leading elementary school scholars to delve deeply into the same theme from multiple perspectives and disciplines while fully mobilizing everyone"s initiative, using hands-on and mental work, not only to memorize knowledge but also to practice and exercise various important skills and qualities.

Using "animals" as an example, each subject will closely combine this theme to launch the corresponding classroom content. Children will make animal nameplates and introduce their own designed nameplates and animal sources and living habits in Chinese or English classes. In science courses, they will learn and discuss the appearance, structure, and biological history of some animals. In performing arts classes, they will learn animal-related songs, and so on.

When they learn about endangered species in class and discuss the reasons for extinction and protection methods, we launched a project to make environmental protection bags. Learners will integrate their own thoughts on saving endangered animals into the design. After completing the design, they will invite everyone to vote, and high-voted works will be actually printed in bulk and given to the learners to use. They truly absorb the concept of "environmental protection" and implement it into action.

In addition to iSTEAM-PBL, teachers of various subjects will also innovate teaching methods from different aspects.

For example, there are additional project arrangements for Chinese classes every week, and scholars complete creations based on the assigned themes, including but not limited to artistic posters, handmade lanterns, and so on. English teachers will encourage learners to make full use of platform resources, such as MyON, which offers a rich selection of reading materials and IXL, which provides interesting exercises, to expand their knowledge during their free time.

In addition to classroom learning, many classes also take place outdoors. Teachers lead elementary school scholars outside to experience the magical phenomena and scientific principles that nature contains through tools or experiments.

Homework and assessment

Homework and assessment are important aspects of knowledge consolidation and stage-based learning outcomes. At Dipont Hauyao Collegiate School, we use various flexible and interesting ways to do so, different from traditional methods.

Ms. Miley and our teaching assistants share how they turn the daily dictation word segment in Chinese class into a "challenge" form, implanting a feeling of "learning is like playing a game" in the children"s minds. Or they use Popcorn Reading to improve scholars" focus on textbook content and provide a more immersive reading experience while ensuring their interest in learning.

The Chinese language group regularly organizes "storytelling competitions" where scholars retell stories they have read, memorizing and accumulating vocabulary. Children share what they have learned at school and their small projects with their parents every day. With the parents" company, listening, and participation in weekly project-based learning, they integrate what they have learned.

Lower-grade scholars have little written homework after school. Repetitive copying and recitation are not only inefficient but may also erode children"s interest in learning. Instead, more comprehensive project presentations are provided.

The assessment for elementary school scholars also includes fun elements. For example, setting up different stations for listening, speaking, reading, and writing to assess and mark progress or simulating a journalist interview to test their oral proficiency.

These flexible evaluation methods make children interested in learning and curious about knowledge from the beginning of their schooling, liberating them from passive education.

3

Bilingual Learning:

An immersive language environment

····

····

····

Bilingual learning is a key focus of HC. We aim to immerse learners in a bilingual environment, allowing them to develop a bilingual mindset, understand the internal logic of language, and express themselves naturally and fluently in different contexts.

To create an immersive bilingual experience, we use both English and Chinese to teach academic content across all subjects, including activities such as music, PE, art, and drama, with the overall ratio of Chinese to English instruction maintained at a 1:1 balance from elementary school to high school.

In addition, both Chinese and foreign teachers prepare lessons together, with specialized English courses for subjects such as math and science. English teachers supplement the Chinese curriculum by incorporating teaching materials from Western countries such as the United States, emphasizing not only vocabulary but also problem-solving skills and internal logic.

As each child"s exposure to English language in preschool may differ based on their background and level of knowledge, we offer Flexible Learning Groups (FLGs) in three different dimensions: FLG1 Emerging, FLG2 Expected, and FLG3 Exceeded. Learners can choose the group that best suits their needs and progress at their own pace.

Similarly, Chinese language learning is also tailored to individual needs.

“Even within the same level, scholars may have different vocabulary and reading abilities, so we encourage peer work to help them learn from each other through group interaction.”

From lower grades to higher grades, we gradually introduce more challenging materials. In the first semester of elementary school, picture books with minimal text are used, while in the second semester, books with equal emphasis on pictures and text are introduced. As learners progress in their phonics studies, they move on to reading books with pinyin.

To emphasize the importance of reading in language learning, teachers take scholars to the library every week to participate in reading lessons, with a focus on both in-class and out-of-class reading materials. Reading is practiced in tandem with speaking, with the goal of cultivating reading habits comprehensively in elementary school.

As learners become accustomed to bilingual input in their daily lives, this gradually reflects in their output. In projects, many works produced by learners include bilingual slogans or text, and in class feedback sessions, learners often use both Chinese and English to express themselves.

4

Positive Discipline:

Leading by Example, Teaching and Educating

····

····

····

Apart from language, the impact of environment is also emphasized in other aspects of personal growth.

Facing scholars who have just entered the "small society," the teachers at the HC tend to practice "positive discipline," welcoming them with a tolerant, positive and respectful attitude. While cultivating children"s sense of rules, they also fully provide them with space and confidence to share their personal thoughts and opinions. At the same time, they encourage children to use "Positive Thinking" to think in a positive direction.

As a Chinese teacher, Miley is particularly aware of the power of language. Therefore, she places great emphasis on the overall atmosphere of the class and the children"s attitude towards expression. She tries to avoid negative wording as much as possible and pays attention to the language habits of the children.

By communicating with each scholar on an equal basis, they are encouraged to treat others with the same attitude in an unconscious manner.

"We hope to create a loving class where children can learn to respect others and understand equality. No matter what the identity, status or economic conditions of others are, the attitude should be equal. Saying thank you for help and apologizing for causing trouble are basic manners and qualities."

For children who have just entered elementary school, things like losing a jacket or not disposing of garbage in a timely manner are common. When problems are discovered, the first step of the teachers is not to criticize, but to remind everyone at regular intervals and in a calm manner of the problem, so that the scholars can gradually develop good behavior habits in a harmonious environment and learn how to solve similar problems.

The increase in regulations in elementary school is not just for "constraint," but also to prepare scholars for leaving campus and entering other social fields in the future. The earlier children understand the meaning of rules and cultivate their character, morals, and social skills in this system, the better.

The education work in the early stage of elementary school involves details and requires a lot of patience. Some problems may repeatedly occur, requiring teachers to continue to reiterate and remind. But after this stage, when the habits are truly formed, it will benefit the children for a lifetime.

All the settings in the first grade of elementary school currently represent our expectations for the 12-year consistent education system. This is not only the beginning of many distinctive teaching methods, but also the necessary conditions for laying a solid foundation for children. We hope to see elementary school scholars absorb energy, grow strong, and continue to evolve from the first grade onwards.

向右滑動查看中文

More