IB Curriculum IB课程

 

 

 

International Baccalaureate (IB) Primary Years Programme (PYP)

国际文凭组织小学项目

 

At Suzhou Victoria Kindergarten we are proud to implement IB PYP Curriculum for all our K1-K3 students (ages 4-6). All our instruction is inquiry based and contextualized to units that have significance globally and are of high relevance and interest to all of our students. We also instruct the whole student, not only imparting knowledge but encouraging students’ growth in skills, attitudes and all the attributes of the IB learner profile including: communicators, caring, risk-takers, principled, balanced, thinkers, inquirers, reflective, open-minded and knowledgeable. We furthermore teach students critical thinking skills through concept-based instruction that both broaden and deepen students’ understanding enabling them to think on higher levels. Ultimately, the IB PYP Curriculum aids us in achieving our school mission to establish a community that enables students to be life long learners who can make a difference in the world locally and worldwide.

    在苏州维多利亚幼儿园我们为小班到大班的学生(4-6岁)实施IB PYP课程而感到自豪。我们的单元教学是基于探究性和语境性的,并且具有全球性意义,有很高的相关性和趣味性。同时我们还指导学生,不仅传授知识,而且鼓励学生发展技能,态度和IB学习者特征包括:善于交流、懂得关爱、勇于尝试、坚持原则、全面发展、勤于思考,积极探究,及时反思,胸襟开阔和知识渊博。此外,我们通过概念教学引导学生的批判性思维技能,扩大和加深学生的理解,使他们能够在更高层次上思考。最终,IB PYP课程帮助我们实现我们的办学理念以此建立一个社区使学生成为能够影响世界的终身学习者。

 

 

 

 Language Policy

语言政策

Language Pedagogy and Philosophy at the school reflects that of IB.

学校制定的IB语言教育观和教学内容

Mission Statement使命:

To establish a community that enables students to be balanced global citizens, who make a difference locally and worldwide, by guiding learners to be life long inquirers with deep intercultural awareness.
致力于创设一个多元文化的社区,鼓励幼儿成为一名全面发展、终身学习的世界小公民。

The school makes provision for students to learn a language, in addition to the language of instruction… Standard A7a除语言教学之外,学校为学生提供学习语言各种支持

The school has developed and implements a language policy that is consistent with IB expectations. Standard  学校需要发展和实施一种语言政策,其中包含IB的要求。

The written curriculum integrates the policies developed by the school to support the programme(s) 书面课程整合由学校制定并发展的政策,以此来支持项目的开展。

Teaching and learning engages students as inquirers and thinkers. 教与学让学生成为探究者和思考者。

Teaching and learning builds on what students know and can do.教与学建立在学生所知道的和他们能做的基础上。

Teaching and learning addresses the diversity of student language needs, including those for students learning in a language other than their mother tongue.教与学解决学生语言需求的多样性,包括学生学习母语以外的语言。

Teaching and learning uses a range and variety of strategies. 教与学运用各种一系列策略。

Teaching and learning incorporates a range of resources, including information technologies. 教与学包含了很多的资源,包括信息和技术。

Teaching and learning develops the IB learner profile attributes. 教与学发展了IB学习者的特征

 

Language Guidelines

 

语言指南

Language philosophy语言哲学

Suzhou Victoria Kindergarten views language teaching as fundamental to the teaching of all subjects.

苏州维多利亚幼儿园将语言教学视为各科教学的基础。

How do children learn language? 幼儿是如何学习语言的?

  • Children learn language in stages that are similar to first language learning.

幼儿处于近似于第一语言学习来习得语言。??

  • Children learn language through repetition and routine.?

幼儿学习语言通过重复强化和常规渗透的。

  • Children learn language through visual quest, TPR and songs.

幼儿学习语言通过视觉探索,TPR和歌曲。

  • Children learn through language that is modelled in context.

幼儿语言的学习是通过对周围的效仿来习得的。

  • Children learn language through realia and real life experiences.

幼儿通过    和现实生活中获得的经验来学习语言。

  • Children learn through compelling comprehensible input or things that are understandable and interesting to them.

幼儿通过有说服力的可理解的输入或是可以理解和有趣的东西学习。

  • Children learn language that is relevant to them. 幼儿学习与他们相关的语言。
  • Children learn language when it is i + 1 or just beyond their level.

幼儿学习的语言要适合他们的语言水平

  • Children learn language that they are involved in.  

幼儿学习他们参与的语言

  • Children learn language that involves multiple learning styles.

幼儿学习多种语言风格的语言

Effective language teaching includes - 有效的语言教学包括:

l  Singing songs 唱歌

l  Environment displays that are attractive, interactive 环境要有吸引力、互动性

l  Interactive/hands on activities互动行或手指游戏

l  Games 游戏

l  Using props 使用教具

l  Reading stories that are language rich and of interest to students

用丰富语句和让学生感兴趣的语言讲故事

l  Creating stories that are personal and creative 创作的故事具有个性化和创意性。

K2-K3 Guidelines

中大班指导纲要

Read Aloud: The purpose of read alouds are to build students appreciation for good literature, build vocabulary and syntax as well as expose students to the elements and structure of good stories. They are also the launching points for further inquiry and build an environment of rich language exposure. Read alouds should take place every school day and stories should be chosen according to the following criteria:

朗读课程:大声朗读课程旨在培养学生良好的文学鉴赏,建立词汇和句法以及学生接触的元素及好的故事结构。他们也是进一步调查的出发点,营造一个语言丰富的环境。每个学校一天都要大声朗读发生的故事应该被选择根据以下标准:

  • have a clear beginning, middle and end 有一个明确的开始、过程和结尾
  • are of high interest to students  学生非常感兴趣
  • are suitable to students comprehension and stamina   适合学生的理解力和坚持力

A list of suggested read aloud books are provided in appendix A. It is suggested that each day of the read aloud follow the read aloud plan provided in appendix B. ?

附录A提供了建议朗读书籍的列表,建议朗读的每一天遵循附录B中所提供的朗读计划

 

Shared Reading: The purpose of shared reading is to model reading strategies to students and build students confidence and skills in applying strategies to their reading. Read alouds should be done together as a whole class or a small group and everyone should read together from one book. Shared reading should always focus on specific strategies that teachers model and provide opportunities for students to apply. Book choices should slightly above students reading levels so as to challenge them but not overwhelm them and should be patterned books. Shared reading materials should come from from the following sources:

分享阅读课程:分享阅读课程旨在向学生学习阅读策略,培养学生运用阅读策略的信心和技巧.。大声朗读应该作为一个整体或小团体,每个人都应该从一本书一起读。共享阅读应始终关注教师提供的具体策略,为学生提供机会。书籍选择应略高于学生的阅读水平,以挑战他们,但不能难倒他们。共享阅读材料应来自下列来源:

  • Reading A-Z books that are related to Unit of Inquiry

分级阅读的书,与单元探索的内容相联系

  • Longman books 朗文图书
  • Unit related poems 与单元相关的诗歌

Words Their Way Sort Outs: The purpose of sort outs are to build students phonemic awareness, build vocabulary and enhance students skills in sounding out and guessing words in independent reading. The following is a suggested schedule for a two week sort out:

单词分类课程:单词分类目的是要建立学生辍学音素意识,扩大词汇量和提高试探和猜测的话在独立阅读技能。以下是一个二周的建议时间表:

 

Monday

Tuesday

Wednesday

Thursday

Friday

Week 1

1. Collectively students inquire in to the vocabulary and letter sounds of the sort and sort out the vocabulary according to their initial sound or word family.

1.学生根据单词的读音和单词的类型对词汇和字母的读音进行查询和分类.

2. Independently students are given the vocabulary sheet and sort out. Students color on the back of the sort out form and cut out the vocabulary sorting them out. Before putting them into their folder.

让学生独立词汇表进行排序。学生在表格背面先涂上颜色然后剪下来。在把它们放进文件夹之前。

Students take the sort out and sort it again as the teacher guides and directs students. Teachers also record records of students progress.

老师指导学生进行排序和再次排序,教师还需要记录学生的记录过程。

Students take the sort out and sort it again as the teacher guides and directs students. Teachers also record records of students progress.

老师指导学生进行排序和再次排序,教师还需要记录学生的记录过程。

Students take the sort out and sort it again as the teacher guides and directs students. Teachers also record records of students progress.

老师指导学生进行排序和再次排序,教师还需要记录学生的记录过程。

Students take the sort out and sort it again as the teacher guides and directs students. Teachers also record records of students progress.

老师指导学生进行排序和再次排序,教师还需要记录学生的记录过程。

Week 2

Students take the sort out and sort it again as the teacher guides and directs students. Teachers also record records of students progress.

老师指导学生进行排序和再次排序,教师还需要记录学生的记录过程。

Students take the sort out and sort it again as the teacher guides and directs students. Teachers also record records of students progress.

老师指导学生进行排序和再次排序,教师还需要记录学生的记录过程。

Students take the sort out and sort it again as the teacher guides and directs students. Teachers also record records of students progress.

老师指导学生进行排序和再次排序,教师还需要记录学生的记录过程

 

Students take the sort out and sort it again as the teacher guides and directs students. Teachers also record records of students progress.

老师指导学生进行排序和再次排序,教师还需要记录学生的记录过程

Students glue the vocabulary into their respective places and teachers collect their comments together to combine with the sort out and the sort out is saved as a record of student learning.

学生把词汇粘贴到他们各自的地方,老师们把他们整理出来并进行评价,然后把它们保存下来作为学生学习的记录。

 

Reading Workshop: The purpose of reading workshop is to equip students with reading strategies which enables them to learn language autonomously. It also serves to build students confidence and enjoyment of reading. Workshops should take place twice a week focus on one specific reading session a week from the Teachers College Reading and Writing Project (TCWRP) unit books. Each reading workshop should include mini lesson, independent reading and partner reading.

阅读工作坊:阅读工作坊的目的是为学生提供阅读策略,使他们能够自主学习语言。它也有助于建立学生的信心和享受阅读。工作坊应每周专注于一个特定的阅读会话从TCWRP中选书。每个阅读课应包括迷你课、独立阅读和伙伴阅读.

Mini-lesson

迷你课

Connection: The connection should relate the lesson to the students and build interest. This can be done through commenting on something that students have done that relates to the lesson or introducing a discussion related to the unit of interest to students that is within the prior knowledge of students.

连接:这节课的学生应该与这节课和建立在学生的兴趣相联系。这可以做的东西有一个通过评论学生完成的事情,涉及到几个相关的介绍或讨论对学生兴趣的装置是在现有的知识的学生。

Teach: The teacher should say the teaching point in a way that is comprehensible to the students and should then model to students how to do it.

教学:教师应该以一种学生可以理解的方式说教学点,然后向学生示范如何做。

Active Engagement: Students should be given a chance to immediately apply the strategy either with a partner, independently or as a class.

积极参与:学生应该得到一个机会,立即与合作伙伴,单独或作为一个类应用的策略。

Link: The teacher should reiterate the teaching point and previous strategies and then give students directions to the next activity.

链接:教师应重申教学点和以前的策略,然后给学生下一个活动的方向。

Individual Reading

自主阅读

Students: Students are reading their own books relevant to their level and/or their level and are applying the reading strategy.

学生:阅读与他们自己的水平和/或他们的水平相似的书籍,并采用阅读策略。

Teacher: The teacher is doing mini conferences, assessment, shared reading or guided reading depending on the needs of students.

老师:根据学生的需要,老师正在进行小型会议、评估、分享阅读或指导阅读。

Partner Reading

伙伴阅读

Students: Students are reading are reading one book with a partner where they are see-saw reading and applying the reading strategy.

学生:学生们正在阅读一本书和一个伙伴在一起他们在那里看、看、阅读和运用阅读策略。

Teacher: The teacher is doing mini conferences, assessment, shared reading or guided reading depending on the needs of students.

老师:根据学生的需要,老师正在进行小型会议、评估、分享阅读或指导阅读.

 

Writing Workshop: The purpose of writing workshop is for students to take on the role of an author and create their own unique works and thereby further developing the other language skills through applying to writing. Writing workshop should take place twice a week and with one session from the TCRWP a week.

写作工作坊:写作工作的目的是让学生承担起作者的角色,创造自己独特的作品,并通过写作来进一步发展其他语言技能.。写作工作坊应该每周举行两次

国际部:

 

国内部

中班

周一

周二

周三

周四

周五

小组阅读

(晨间来园)

分享阅读

(故事)

分享阅读

(苏州话)

分享阅读

(故事)

分享阅读

(苏州话)

分享阅读

(故事)

读写计划

故事分享

故事分享

阅读工作坊

 

故事分享

阅读工作坊

 

故事分享

阅读工作坊

 

故事分享

阅读工作坊

 

餐后

分享阅读

分享阅读

分享阅读

分享阅读

分享阅读

每月学生要求:

每月至少学习一本故事书、二个苏州话童谣,听四本故事书。

 

 

 

大班

周一

周二

周三

周四

周五

小组阅读

(晨间来园)

分享阅读

(故事)

分享阅读

(苏州话)

分享阅读

(故事)

分享阅读

(苏州话)

分享阅读

(故事)

读写计划

故事分享

故事分享

阅读工作坊

 

故事分享

写作工作坊

 

故事分享

阅读工作坊

 

故事分享

写作工作坊

 

餐后

分享阅读

分享阅读

分享阅读

分享阅读

分享阅读

每月学生要求:

每月至少学习二本故事书、二个苏州话童谣,听四本故事书。

 

 

 

 

K1 and PreK Guidelines

托、小班指导纲要

Read Aloud: The purpose of read alouds are to build students appreciation for good literature, build vocabulary and syntax as well as expose students to the elements and structure of good stories. They are also the launching points for further inquiry and build an environment of rich language exposure. Read alouds should take place every school day and stories should be chossen according to the following criteria:

朗读课程:大声朗读的目的是培养学生良好的文学鉴赏,建立词汇和句法以及学生接触的元素及好的故事结构。他们也是进一步调查的出发点,营造一个语言丰富的环境。每个学校一天都要大声朗读发生的故事应该被选择根据以下标准:

  • have a clear beginning, middle and end 有一个明确的开头,过程和结尾
  • are of high interest to students  学生很感兴趣
  • are suitable to students comprehension and stamina  适合学生的理解力和耐力

A list of suggested read aloud books are provided in appendix A. It is suggested that each day of the read aloud follow the read aloud plan provided in appendix B.

附录A提供了建议朗读书籍的列表,建议朗读的每一天遵循附录B中所提供的朗读计划

 

Star Name of the Day: The purpose of star name of the day is to build basic literacy skills in a personal way. Star name of the day should be daily and should cover a name a day or one name a week. The students name’s should be used to cover skills including: recognizing initial sounds, counting syllables, rhyming, recognzing letters and upper and lowercase letters. They also can be used with a name poem to as a part of continual exposure. Sample name poems are available in Appendix C.

每日之星:每日之星的目的是建立一个基本的个人识字能力的方式。每日之星的名字应该是每天的,应该一天一个名字或一个名字一个星期。学生的名字是应该用来盖技能包括:识别初始的声音,计数音节、押韵、识别字母和大写和小写字母。它们也可以用名字诗作为连续曝光的一部分.。样品名称诗可在附录C

Letter of the Week: The purpose of letter of the week is that students recognize the letters of the alphabet in their upper and lowercase forms and can gain phonemic awareness

每周的信:信的目的是使学生认识到他们的大写和小写的字母,可以获得语音意识

Nursery Rhymes as Shared Reading: The purpose of Nursery Rhymes and shared reading is for students to build language and phonemic awareness through rhyming songs and use schematic knowledge from learned songs to build beginning literacy skills. Students should inquire into specific nursery rhymes and learn to sing them before learning to read the words to the songs. Teachers should also manipulate story rymes to learn build phonemic awareness and recognize rhymes. Suggested Rhymes include:

童谣作为分享阅读:童谣和共享的目的,阅读是学生建立语言和音位意识通过押韵的歌曲,用学到的歌曲建立开始识字技能知识。学生在学习儿歌之前,应该先探究特定的儿歌,学会唱。教师还应操纵故事拉姆斯学习建立音素意识和认识的童谣。建议的韵律包括:

  • Twinkle Twinkle Little Star
  • Row Row Row your boat
  • The Incy Wincey Spider
  • Jack and Jill
  • Five Little Speckled Frogs
  • Hickory Dickery Dock
  • I’m a Little Tea Pot
  • Humpty Dumpty
  • It’s Raining It’s Pouring

国际部:

国内部:

小班

周一

周二

周三

周四

周五

小组阅读

(晨间来园)

分享阅读

(故事)

分享阅读

(苏州话)

分享阅读

(故事)

分享阅读

(苏州话)

分享阅读

(故事)

读写计划

儿歌分享

故事分享

 

 

儿歌分享

 

 

故事分享

 

 

儿歌分享

 

 

餐后

分享阅读

分享阅读

分享阅读

分享阅读

分享阅读

每月学生要求:

每月至少学习二个儿歌、二个苏州话童谣,听二本故事书。

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A – Read Aloud Recommendations

  • “The Very Hungry Caterpillar” by Eric Carle
  • “The Very Busy Spider” by Eric Carle
  • “How to Catch a Star” by Oliver Jeffers
  • “The Incredible Book Eatting Boy” by Oliver Jeffers
  • “Lost and Found” by Oliver Jeffers
  • “Stuck” by Oliver Jeffers
  • “The Gingerbread Man” adapted by Mara Alperin
  • “Where the Wild Things Are” by Maurice Sendak
  • “Caps for Sale” by Sphyr Slobodkina
  • “The Grouch Ladybug” by Eric Carle
  • “The Three Little Pigs” Retold by Patrciia Seibert
  • “Little Giraffe’s Big Idea” by Benjamin Richards & Louise Forshaw
  • “The Dark” by Lemony Snicket
  • “The Tiny Seed” by Eric Carle
  • “Harry the Dirty Dog” by Gene Zion
  • “The Three Billy Goats Gruff” by Kate Pankhurst
  • “The Gruffalo” by Julia Donaldson and Axel Scheffler

Appendix B – Read Aloud Plan

 

 

 

Appendix C – Star Name Poems

Everybody has a name

Everybody has a name

Some are different some the same

Some are short some are long

All are right none are wrong

My name is _______

It is special to me

It is exactly who I want to be.

 

 

 

Name Chant

Your name is Jazzy!

It has _____ letters.

Oh, how snazzy!

It begins with ______.

That's a fact!

Just like _______.

Imagine that!

It has a ______ at the end!

It’s a jazzy name

For a snazzy friend!

 

 

 

 

Names are short

Names are long

Say your name

and clap along

How many claps are in your name?

 

 

Assessment Policy

评估政策

Assessment Requirements for the Primary Years Programme

PYP项目对于评估的要求

“The school has developed and implements an assessment policy that is consistent with IB expectations.” Standard B1:5c

学校已经制定和实施了意向符合国际文凭组织要求的评估政策

“Assessment at the school aligns with the requirement of the program. Assessment is integral with planning, teaching and learning. Assessment addresses all the esential elements of the program. The school provides evidence of student learning over time across the curriclum.” Standard C4:1 a-c

学校的评估工作要被整合到制定教学计划、教学和学习当中。评估要针对小学项目所有的5大要素。学校要提供学生学习整个课程的证据

“The school communicates it’s assessment philosophy, procedures and policies to the school community.” Standard C4:2

学校要向学校社区传达本校的评估理念、政策和措施

“The school uses a range of strategies and tools to assess student learning.” Standard C4:3

学校要采用一系列的策略和工具来评估学生的学习

“The school provides students with feedback to inform and improve their learning.” Standard C4:4

学校要就评估结果向学生提供信息反馈,以便他们了解自己的学习状况并作出改进

“The school has systems for recording student progress aligned with the assessment philosophy of the program.” Standard C4:5

学校要有符合国际文凭项目评估理念的,记录学生进步的系统方法

 “The school has systems for reporting student progress aligned with the assessment philosophy of the program. Student learning and development related to all attributes of the IB learner profile are assessed and reported.” Standard C4:6

学校要有符合国际文凭项目评估理念的,报告学生进步的系统方法

“The school analyzes assessment data to inform teaching and learning. The school ensures that students’ knowledge and understanding are assessed prior to new learning.” Standard C4:7

学校要对评估数据进行分析,以便为教学和学习提供信息。学校要确保在开始新的学习之前对学生的知识和理解进行评估

“The school provides opportunities for students to participate in, and reflect on, the assessment of their work.” Standard C4:8

学校要为学生提供各种机会,让他们参与对自己作业的评估,并对自己的作业进行反思

Programme standards and practices (2014)

Mission Statement使命:

To establish a community that enables students to be balanced global citizens, who make a difference locally and worldwide, by guiding learners to be life long inquirers with deep intercultural awareness.
致力于创设一个多元文化的社区,鼓励幼儿成为一名全面发展、终身学习的世界小公民。

 

 

 

Our Assessment philosophy

我们的评估理论

Assessment is an essential part of education and should be implemented on a continual basis in the form of pre-assessments, formative assessments and summative assessments. The purpose of Assessment should be to inform teaching through guiding lesson planning and measure learning. Assessment should use a variety of strategies and tools and should assess all IB essential elements and subjects.

评估是教育的重要组成部分,要实现一个持续的基本形式,包括预评估的形式、形成性评估和终结性评估。评估的目的是通过指导课程计划和测评学习情况来反映教学效果。评估应该使用不同的策略和工具,应该评估所有IB必需元素和主题。

Pre-Assessment-- Formative Assessment-- Summative Assessment

前期评估—— 形成性评估—— 总结性评估    

 

 

 

 

 

 

Pre-Assessment: Should assess the prior knowledge of students at the outset of a unit to inform teachers what student already know in order build new knowledge upon old. It also serves as a basis for measuring students learning at the end of the unit via comparison.

前期评估:应该在一个单元开始之前评估学生的已有知识来让教师向学生传授新的知识,前期评估也作为一个基础评估,在学期末通过测试了解学生的学习成果。

Formative Assessment: is a continual assessment of students’ development over time that serves to inform further lesson planning. These should correspond to the lines of inquiry.

形成性评估:是一个随着时间的推移持续评估学生的发展,以制定进一步的课程规划。这些都应该于探究线线相对应。

Summative Assessment: measures learning at the end of the unit and should correspond to the central idea.

总结性评估:测评幼儿在一个单元结束时所学的知识与中心思想。

Why we do assessment

我们为什么要做评估?

Good Assessment helps us

好的评估能够帮助我们

         Recognize what students already know in order to guide further instruction.

了解学生已知的知识以便设定更长远的目标

         Provide information for differentiation and feedback.

提供关于学生个体差异性和反馈的信息

         Exhibit students understanding of the essential elements.

展示学生对基本要素的理解

         Assess knowledge related to transfer and making meaning not just acquisition.

评估一些转移和有意义的知识,而不仅仅是收集

         Demonstrates student’s strengths and exhibits their abilities and development.

展示学生的长处,展示他们的能力和发展。

         Incorporates self-reflection and peer reflection.

包含自我反思和同伴反思。

How we do assessment

我们如何进行评估

When we assess we begin with the acronym GRASPS

当我们评估时,我们会以GRASPS的方式开展

G: Goal – We must always begin with a goal including a specific learning outcome which we are assessing.

G:目标–我们必须在开始时设定一个目标,包括我们正在评估的具体的学习成果。

R: Role – Students are given a role to perform that coincides with the strategy and task to be performed. (i.e. student, scientist, doctor etc.)

R:角色-学生被赋予一个融合策略的角色,并需要完成任务。(学生、科学家、医生等)

A: Audience – There must be a specific audience who will observe student’s learning through the assessment (Teacher, peers, parents, community etc.)

A: 观众-必须有一个特定的观众贯穿整个评估来观察学生的学习情况(教师,同伴,家长,社区等)

S: Situation – Synonymous with the strategy, there must be specific situation or task given to students to do. (Perform, draw, write, see Strategy chart below for other ideas).

S:情境--与策略同义,必须有特定的情境或任务给学生去做。(表演,绘画,写,参考下面的策略图)。

P: Product – There must be a final product that exhibits students learning. (Poster, video, drawing, book etc.)

P:作品-必须有一个最终成果展示学生的学习内容。(海报,视频,绘图,书籍等)

S: Standard – Synonymous with tools, there must be a standard and means for measuring students learning to make proper interpretations of results through providing a numerical value and directions for further learning. (Rubric, checklist, anecdotal notes etc.)

S:标准-工具的同义词,必须有一个标准和措施,通过提供数值和进一步学习的方向来衡量学生学习的结果以提供适当的解释。(评估细则表,考核表、轶事记录等)

Principles of assessment (What are the characteristics of effective assessment?)

评估原则(有效评估的特点是什么?)

Effective assessment

有效的评估:

         Meets the specific needs of every child

满足每个孩子的特殊需要

         Allows students to use different means of expression

允许学生使用不同的表达方式

         Is clear, simple and age relevant

清晰,简单,与年龄相关

         Has a relevant and worth-while goal

有一个相关的和值得的目标

         Provides choice in expression

在表达时提供选择

         Helps to understand students’ (social skills, knowledge, emotional state etc.) better

有助于更好地理解学生(社会技能,知识,情感状态等)

         Shows students’ progress in reaching learning outcomes

展示学生取得学习成果的进展

         Is incorporated in learning

包含在学习过程里

         Allow teachers to get feedback from all stakeholders.

允许教师从所有相关者处得到反馈。

         Respect student individual culture and learning style.

尊重学生的个人文化和学习风格。

         Produces evidence of student learning that is recognizable to other stakeholders.

为其他相关者识别学生学习的情况提供证据。

         Recognize student interest for further learning

认识到学生对进一步学习的兴趣

We use a variety of Assessment Tools and Strategies

我们使用各种各样的评估工具和策略

It is essential that a wide variety of both tools and strategies are used to ensure that all students have an equal opportunity to demonstrate their learning in ways that are more suitable to their own individual learning styles. Tools are the means for establishing a standard for measuring student’s learning including rubrics, checklists etc. Strategies are the actual activity or tasks that students perform in order to demonstrate their learning and include items such as drawings, dramas, projects etc. Reporting are the means which assessment findings are shared with other stakeholders. See Chart 1 for an extensive list of all three.

至关重要的是,使用各种各样的工具和策略来确保所有的学生都有平等的机会证明他们的学习方式更适合自己的个人学习风格。工具是建立测量学生的学习包括评估细则表、考核表等的手段。策略是学生为了展示自己的学习,包括绘画、表演、专题项目等。评估报告意味着评估结果是要与其他利益相关者共享。见图1

 

Chart 1

Strategies策略

Tools工具

Reporting 报告

Observations 观察

Student’s work 学生作业

Video 视频

Voice recording 音频

Project 项目

Art Work 美术作业

Performance 表演

Exhibition 展示

Role play 角色扮演

Field Trip 外出活动

Group Discussion 小组讨论

KWL (Know, Want to know, Learned)

知道-想知道-学到思维图

Sort out 梳理分类

Poster  海报

3-D Model  3D模型

Story  故事

Questionnaire 问卷

 

 

Rubrics评估细则表

Checklists考核表

Anecdotal notes轶事记录

Report cards报告单

Running Record运行记录

 

 

 

Daily interaction with Parents.
日常与家长的互动。Communication books家园联系本

Portfolio成长档案

Parent-teacher conference

家长-教师会议

Student-led conference

以学生为主导的会议

Exhibition成果展示

 

 

 

 

1.     Observations/Anecdotal Notes: Observations are made of children in various settings; as an independent learner, as a group member, in a whole group setting, amongst individuals from within the same grade level/another grade level, interacting amongst the wider school community.

观察/轶事记录:观察是观察不同情境下的儿童,作为一个独立的学习者,作为一个组员,在一个完整团队设定中,在从同一年级水平/另一个年级之间的互动,在更广泛的学校社区之中。

Observations will be made of:

观察由这些组成:

·       Individual behaviours 个人行为

·       Student interactions 学生互动

·       General class behaviours 整个班级的行为

·       Language skills (individual, both verbal and non-verbal; partnered; group) 语言技能(个人,口语的和非语言的,合作的,团体的)

·       Life skills 生活技能

·       Self-management skills 自我管理技能

·       Listening skills 倾听能力

·       Stand-alones 独立课程

·       Student application of what has been learnt 学生能应用他们所学的

2. Checklists 考核表

Checklists will be created to track children’s acquisition of knowledge, demonstration of various skills, for self and peer assessment. Below are some possible checklists that could be completed throughout the term and year. Draw the outline of a circle to say that the topic has been introduced, put a line through the circle to say the child understands, put an x in the circle to say the child is attempting, color in the circle to say the child fully understands and can complete the objective.

考核表将被创建来追踪儿童获取知识,各种技能示范、自我评估和同伴评估。下面是一些可以使用的考核表形式来完成整个学期和学年。画出一个圆圈代表着本次调查的题目,在圈中画一根线代表着孩子理解了,画一个X在圆圈里代表着孩子还在尝试中,圆中的颜色代表孩子完全理解并能完成目标。

a.       PreK – color words, shapes, one to five, vocabulary for each unit

托班--颜色词、形状,一到五,每个单元的词汇

b.      K1 – color words, shapes, one to 20, vocabulary for each unit, letter recognition, object recognition

小班--颜色词,形状,一到二十,单位词汇,认识字母,认识物体

c.       K2- vocabulary for each unit, one to 30, letter formation, letter recognition, phonetic sounds, words that start with different letters, write their own name

中班--每个单元的词汇,一到三十,字母的组成,认识字母,发音,单词的首字母,写出自己的名字

d.      K3 – vocabulary for each unit, one to 100, letter formation, can read word family words, vocabulary for each word family

大班--每个单元的词汇量,一到一百,字母的组成,可以读出来一整个单词,每个单词家族中的词汇

 

3. Formative Assessment形成性评估

“Formative assessment provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment and teaching are directly linked and function purposefully together. Formative assessment aims to promote learning by giving regular and frequent feedback.” (Making the PYP Happen 2007 p.45)

形成性评估为计划下一阶段的学习提供信息。形成性评估与学习相互交织,帮助教师和学生双方了解学生已经学到了什么以及有能力做什么。形成性评估与教学直接相关,根据目的同步进行。形成性评估旨在通过提供定期的、经常性的信息反馈来促进学习。

Possible Formative strategies and tools are:

可用的形成性策略和工具:

·          Peer/self-assessment 同伴/自我评估

·          Written or visual reflections书面或面对面反馈

·          Questioning/responses提问/回应

·          Drafts and evidences of thought processes  思考过程的记录和证据

·          KWL’s, journal recordings, diaries  每日记录,日记

·          Observations/anecdotal notes  观察/轶事记录

·          Hand signals 手势

·          See, Think, Wonder 看到,想到,猜测

 

4. Summative Assessment总结性评估

“Summative Assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously: it informs and improves student learning and the teaching process; it measures understanding of the central idea, and prompts students towards action.” (Making the PYP Happen, 2007 p.45)

总结性评估是教学与学习过程的尾声,使学生有机会展示自己所学到的东西。总结性评估可以同时评估若干要素:它为学生的学习和教师的教学过程提供信息,测评学生对中心思想的理解并促使学生采取行动

 

The summative assessment task should allow students to:

总结性评估允许学生做什么:

·          Share their learning and understanding with others

与他人分享他们学习的和理解的

·          Demonstrate a range of knowledge, conceptual understanding and transdisciplinary skills

展示出一系列的知识,对概念的理解和超学科技能

·          Use their preferred learning style to present their understanding

使用他们喜欢的学习风格来表达他们的理解

·          Know and understand in advance the criteria for producing a quality product or performance

事先知道并理解创造出高质量作品或表现的标准

·          Participate in reflection, self and peer assessment

参与反思,自我评估和同伴评估

·          Base their learning on their prior experiences, leading to further inquiries (is it relevant, engaging, significant and challenging

根据他们的经验,他们的学习,引导进一步的探究活动(是否具有相关性,有效性,重要性和具有挑战性)

·          Express different points of view or interpretations 

表达不同的观点或理解

·          Analyze their learning and understand what needs to be improve

分析他们的学习和理解所需要改进的地方

The summative assessment task should allow teachers to:

总结性评估允许教师做什么:

·          Gather evidence that can be effectively reported and understood

收集有效地报告和理解的证据

Review and reflect upon student performance and progress

审查和反思学生的表现和进步

·          Take into account a variety of preferred learning style

考虑到各种各样的适合的学习风格

 

 

 

5. Portfolio成长档案

Please see “Portfolio Agreement” for details.

请看“成长档案契约”中的细节

6. Report Cards评估表

Report Cards are completed once per term. The report cards will encompass the term objectives and will comment on the units of inquiry completed. Teacher comments will encompass; students understanding of the central idea, demonstration of the learner profiles and attitude, skills modeled, questions raised and action taken.

评估表每学期完成一次。评估表将包括学期目标,并将评价每个探究单元地完成情况。教师评语将包括:学生理解的中心思想、学习者目标和态度、技能发展、提出的问题和采取的行动。

The teachers will use the report card as a communication tool on Parent-Teacher Interviews.

教师将使用评估表作为家长教师访谈的沟通工具。

7. Student Led Conferences

学生为主导的会议

Student Led conferences will be held at the end of the year. Teachers will place activities in their classroom corners that allow children to share their learning with their parents and time will be allocated for students to share their portfolio with the parents.

以学生为主导的会议每年会在年底举行。教师将在教室中腾出空间,孩子向他们的父母分享学习成果。同时,学生也会分享他们的成长档案。

Assessment is on going and continual评估持续进行:

·       Use of yellow post-it notes to record children’s daily behaviours and performances, keep notes on what the child said, asked and responded, made progress on, their actions and demonstration of the learner profile.

使用黄色便签纸来记录儿童的日常行为和表现,记录孩子说什么,问题和回答,有哪些进步,他们的行动和展现出来的学习者目标。

·       Report Card – print a working set of class report cards at the beginning of the term. Keep track of student progress and development on the report card.

评估表-在学期开始前打印出一份评估表。在评估表中继续跟进学生的发展情况。

What we assess

我们评估什么?

Knowledge: We assess students’ acquisitioned knowledge but focus more on understanding that leads to critical thinking skills including “Meaning Making” and “Transfer.”

知识:我们评估学生获得知识,但更注重理解,导致批判性思维技能包括“获得意义”和“迁移”。

Pre-assessment – we assess students understanding of the central idea in a way that shows what students know prior to the beginning of the unit.

前期评估-我们评估学生对中心思想的理解,展现出学生在单元开始前的已知经验。

Formative assessment – we assess students’ growth in understanding within the context of each of the lines of inquiry.

形成性评估-我们评估学生对中心思想理解的增长

Summative assessment – we measure students’ understanding of the central idea at the end of the unit.

总结性评价–在单元结束时我们衡量学生对中心思想的理解

IB Essential Elements IB的基本要素

1.     Learner Profile and attitudes – we measure students development in the learning profile each unit and at the end of the term through, but not limited to, student self-reflection drawings and writings, teacher and parent observations and anecdotal notes.

学习者特征和态度--我们在每个单元和学期结束时测量学生的学习情况,但不限于学生自我反思是画出来的还是写出来的,老师和家长的观察和轶事笔记。

2.     Concepts – we measure students understanding of concepts continually through formative assessments in each unit which assess student understanding of the lines of inquiry which are also related to the concepts.

概念--我们通过对每个单元的形成性评估来测量学生对概念的理解,从而评估学生对探究的理解。

3.     Skills – We assess student skills continually through our units in activities that are related to the Transdisciplinary skills within the context of each unit. (Example: anecdotal notes on student experiment to assess research skills where students had to pose a question to experiment, make and record observation, plan, and/or interpret their observations to make conclusions)

技能–我们通过与单元相关的活动来评估学生的技能,并与跨学科的技能相联系。(例如:学生实验的记录笔记,以评估研究技能,学生必须提出一个问题,进行实验,记录和记录观察,计划,或者阐明他们的观察,以作出结论)

4.     Action – We assess student action through recording student self-initiated inquiry and independent application of unit understanding and IB essential elements in to real life situations. (Can include actions inside the classroom under teacher observation or outside the classroom under parent observation).

行动–我们评估学生通过学生自主探究活动的记录和独立的对单元的理解和IB基本元素在现实生活中的情况。(包括教师在教室中观察到的行为或家长在教室外观察到的行为)。

How we report our assessment

我们如何报告我们的评估

At Suzhou Victoria Kindergartens, teachers use several strategies to report to parents.

在苏州维多利亚幼儿园,教师使用以下几种策略来向家长报告学生的情况。

Reporting-

与家长报告

l  Daily face-to-face communication during students drop-off/pick-up, phone calls and emails when needed在幼儿入园/离园时,教师与家长做日常面对面交流,电访或者邮件沟通(有需要时)

l  Bi-Weekly parent-teacher communication books 周分享家园联系册

l  Weekly planners displayed outside the classroom 每周计划张贴在教室外面

l  Student portfolios学生成长档案

l  Report cards (created once per school term in January and June)

评估表(每学期在一月和六月的时候创建一次)

l  Parent-teacher-student conferencing by the end of each school term

家长-教师-学生的三方会在每个学期结束时举行

l  The schools are working towards the development of student-led conferences

学校正在努力培养学生主导会议

 

 

 

How and who will revise the assessment policy?

如何修订和由谁来修订评估政策?

“It is the collaborative nature of the process and the associated discussions that are of most value.” The administrators, teachers, and school community will review and revise the policy each year.

“这是一个最具价值的过程和相关讨论的合作性质。”管理者、教师和学校旁边的社区每一年都将会回顾和修改这项政策。

 

Portfolio Agreement

成长档案契约

 

 

 

Portfolios – These are collections of children’s work that are designed to demonstrate successes, growth, higher order thinking, creativity and reflection. A portfolio should be thought of as an exhibition of an active mind at work.

成长档案旨在收集展示幼儿成功的,成长的,更高层次思维发展的,创造力的和反思的作品集。一份成长档案应该是作为一种展示,体现出幼儿积极心智发展的。

Primary Years Programme Assessment Handbook, January 2001 (P.7)

 幼小项目评估手册,20011

What is a portfolio?

什么是成长档案?

 “A portfolio shows the progress of students’ learning over time in various areas. A portfolio is an effective communication tool in sharing students’ learning and progress. It contains various forms of student work and learning that clearly represent their personality.”

成长档案显示了学生在不同领域学习的进度。成长档案是学生学习和进步的有效交流工具。它包含各种形式的学生工作和学习,清楚地代表他们的个性品质。”

 

Who will choose the work that will be put in the portfolio?

谁来选择学生的作品放进成长档案中?

A student portfolio showcases a collection of student work that is built with the input of the students, teacher, parents, and classmates.

一个学生的成长档案展示收集的学生工作是建立与学生、老师、家长和同学一起放入的。

 

How will we choose the work that will be put in the portfolio?

我们将如何选择性的将学生作品放入档案袋?

Teachers will create an easily accessible, organized area in the classroom where students can put all the work they do. Teachers, parents, and students will choose from these works. Teachers will use the central idea, lines of inquiry, subject goals, learner profile, formative and summative assessment tasks, and work that demonstrate progress as a guide in selecting work for each child’s portfolio.

教师将在教室里创建一个易于使用并有序的区域,学生可以放置他们所做的所有作品。教师、家长和学生将一起选择这些作品。教师将使用中心思想、探究线索、课程目标、学习者特征、形成性评估和总结性评估等作品,和能展示幼儿发展进步的作品,以此选择作品放入每一个幼儿的成长档案。

Parents and students will be introduced to what a portfolio is and looks like. Teachers will introduce both parents and students to their role in selecting items to be included into the portfolio.

教师将向家长和学生将介绍什么是成长档案和它是什么样子的。同时,教师还将向家长和学生介绍成长档案的作用,选择作品放入成长档案的情况。

 

What will accompany the work that is put in the portfolio?

什么将和学生作品一同放入成长档案中?

Each child’s work will have the date and objective of the activity marked on it. The student’s work will also be accompanied by one (or more) of the following items:

每个孩子作品将标记活动的日期和活动目标。放入一个(或更多)学生的作品参照以下项目:

1.       why a teacher, parent, peer, or student chose it

为什么老师、家长、同伴或学生自己选择这份作品

2.       self/peer/teacher/parent reflection of their work

自我/同伴/老师/家长对作品的反馈

3.       comments made about relevance to UOI or Learner Profile

与探究单元或学习者特征相关的评语

 

What is to be included or removed from the portfolio?

哪些需要放入成长档案中或从成长档案中剔除?

The portfolio will be a representation of a student’s progress over time. The use of photos, drawings, written works, student actions, parent reflections, Learner Profile awards, student goals for the term, or assessment (profile, work, attitudes, etc), assessment as a reader, assessment as a writer are all possible items to be included.

该成长档案将代表一个学生随着时间推移的进步。使用:照片、图画、书面作品、学生的动作,家长的反思、学习者特征的奖励、学生学期发展目标,或评估(个人资料,作品,态度等),作为一个读者的评估,作为一个作家的评估都可以放入档案袋中。

To make the portfolio organized and easy to use the following items will be included in the portfolio: table of contents, unit of inquiry heading pages, and single-subject (PE, Art, Music) pages. All relevant work in relation to the unit is placed behind the heading pages.

为了有效组织和易于使用成长档案,下列项目将放入档案袋中:目录、主题单元探究页、和单个科目(体育、艺术、音乐)页。与单元有关的所有作品都放在标题页后面。

Student portfolio agreements:

学生成长档案协议:

l  All selected work must include illustrations that explain why that particular work is being chosen (either by student or teacher).

所有选择的作品必须包括注释,说明为什么选择这个作品(无论是由学生或教师选择的)。

l  Teachers encourage students to select their work to put into their portfolios. When a student is unable to choose, teachers may help to choose their work in PreK and K1; students and teachers choose together in K2 (~50/50), and students choose their work in K3 (50-100%).

老师鼓励学生选择他们的作品放入他们的成长档案中。当一个学生无法选择时,教师可以帮助托班和小班的学生选择;中班学生可以和教师共同选择作品,大班的学生自己选择他们作品的比例(50-100%)。

The Following Must be included in the Portfolio

接下来的文件必须放入成长档案

PreK

托班

-          A Table of contents目录

-          Child self introduction 学生自我介绍

-          A page introducing each Unit 每个单元的介绍

-          At least one life skills observation per unit 每个单元最少一份生活技能观察记录

-          At least one PE observation per unit  每个单元最少一份运动观察记录

-          At least one Art observation per unit每个单元最少一份艺术观察记录

-          At least 4 works per Unit 每个单元最少四份作品

-          Parent reflection per Unit 每个单元家长反思页

K1

-          A Table of contents目录

-          Child self-introduction学生自我介绍

-          A page introducing each Unit including all unit related information (Central idea, Learner Profile, Attitudes, Skills, Concepts and lines of inquiry) 一页介绍每个单元包括所有与单元相关的信息(中心思想,学习者特征、态度、技能、概念和探究线索)

-          At least 1 examples of Child’s work最少一份学生作品的例子

-          At least 1 self-reflection of the Learner Profile per Unit 每个单元最少一份学习者培养目标的自我反思

-          At least 1 Pre-assessment per Unit 每单元最少一份前期评估作品

-          At least 1 Formative Assessments per Unit每单元最少一份形成性评估作品

-          Summative Assessment Product from each unit  每个单元的总结性评估作品

-          At least one assessment that includes student, teacher and parent involvement

-          Parent reflection per Unit每个单元家长反馈

K2

-          A Table of contents目录

-          Child self-introduction学生自我介绍

-          A page introducing each Unit including all unit related information (Central idea, Learner Profile, Attitudes, Skills, Concepts and lines of inquiry) 一页介绍每个单元包括所有与单元相关的信息(中心思想,学习者培养目标,态度,技能,概念和探究线)

-          At least 2 examples of Child’s work 最少两份学生作品的例子

-          At least 1 self-reflection of the Learner Profile per Unit每个单元至少一份学习者培养目标的自我反思

-          At least 1 Pre-assessment per Unit  每个单元至少一份前期评估作品

-          At least 1 Formative Assessment per Unit每单元最少一份形成性评估作品

-          Summative Assessment Products from each unit每个单元的总结性评估作品

-          At least one assessment that includes student, teacher and parent involvement   最少一份包括学生老师家长共同参与的评估

-          Parent reflection per Unit每个单元家长反馈

K3

-          A Table of contents目录

-          Child self-introduction学生自我介绍

-          A page introducing each Unit including all unit related information (Central idea, Learner Profile, Attitudes, Skills, Concepts and lines of inquiry) 一页介绍每个单元包括所有与单元相关的信息(中心思想,学习者特征,态度,技能,概念和探究线索)

-          At least 2 examples of Child’s work至少两份学生作品的例子

-          At least 1 self-reflection of the Learner Profile per Unit每个单元最少一份学习者培养目标的自我反思

-          At least 1 Pre-assessment per Unit每单元最少一份前期评估邹平

-          At least 2 Formative Assessment per Unit 每单元最少两份形成性评估作品

-          Summative Assessment Products from each unit每个单元的总结性评估作品

-          At least one assessment that includes student, teacher and parent involvement  最少一份包括学生老师家长共同参与的评估

-          Parent reflection per Unit每个单元家长反馈

 

What will be used to make the portfolio?

用什么来制作成长档案?

We will use A4 size plastic binders with plastic sleeves. They are easy to use, portable and are durable.

我们将使用A4尺寸塑料粘合剂与塑料套。使用方便,携带方便,经久耐用。

Where will the portfolio be kept?  Who has access to it?

成长档案将在哪里保存?谁能接触到它?

The portfolio will be kept in an area that is accessible to the students, parents, school and teachers. This will encourage students to become involved in their learning, parents can become aware of what their children are learning and capable of, and teachers can use it as a guide for assessment and communication between parents and students.

成长档案将保留在学生、家长、学校和教师都方便取拿地方。这将鼓励学生参与他们的学习,家长能意识到他们的孩子学习和能力,教师可以使用它作为指导评估与家长学生沟通

When will the portfolio be used?

什么时候将用到成长档案?

The portfolio will be used daily by parents, teachers, and students (freely explore the portfolio), at the end of every unit, at the end of the term during parent-teacher interviews, and during the portfolio week.

家长、教师和学生(自由取阅成长档案),在每一个单元结束时,在学期结束时,家长老师之间的访谈时,在复习评估周。

How will the portfolio be used?

成长档案将被如何使用?

The portfolio will be used in a variety of ways:

成长档案将被用在以下几种途径:

1.      On a daily basis parents, students, and teachers can browse through freely. A comment sheet could be placed beside or inside the portfolio for comments to be given.

家长、学生、老师每天都可以自由浏览。一个评价表可以放在旁边或放在成长档案中,以此给出评价。

2.      At the end of every unit (Unit Report Page) parents are invited to share their feedback and observation from home that reflects student-initiated actions.

在每个单元的结尾(单元报告页),家长将会被邀请分享他们的在家中的反馈和学生自发的行动。

3.      At the end of term they can be used with the parents in sharing student progress, learning, and areas that need improvement.

学期结束时,他们可以与家长一起分享学生的进步,学习情况和需要改进的领域。

 

Who does it belong to?

谁拥有成长档案?

The portfolio belongs to the student.

学生拥有成长档案

How does it move?

成长档案将被谁带走?

Pre-K and K1 students will take their portfolio home at the end of a school year. K2 and K3 students will take their portfolio home at the end of each term. At the end of K3 or when they have finished at our school the student’s portfolio will go with them.

 

托班和小班的学生将在一个学年结束时把他们的成长档案带回家。中班和大班的学生在每学期结束时把他们的成长档案带回家。在大班毕业或当他们在我们学校完成了学业,学生将带走他们的成长档案。

  • Contact/联系方式:
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  • Suzhou industrial park,Bayside garden phase3,No1 Linglong street.
  • Tell/联系电话:0512-80811610
  • Mail/邮箱:victoria_edu@163.com
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