ON JULY 16th 2021, HANGZHOU GREENTOWN YUHUA QINQIN SCHOOL IS AUTHORIZED TO OFFER THE PRIMARY YEARS PROGRAMME BY THE INTERNATIONAL BACCALAUREATE ORGANIZATION.
2021年7月16日
杭州綠城育華親親學(xué)校
獲得國(guó)際文憑組織授權(quán)，
正式成為國(guó)際文憑小學(xué)項(xiàng)目世界學(xué)校！
IB項(xiàng)目體系包括PYP、MYP、DP和CP四個(gè)項(xiàng)目，IB官方通過(guò)其質(zhì)量控制系統(tǒng)確保所有授權(quán)學(xué)校的學(xué)術(shù)質(zhì)量。
The IB program consists of four programs: PYP, MYP, DP and CP. Through its quality control system, the IBO ensures the academic quality of the IB program in all member schools.
PYP 是IB項(xiàng)目的小學(xué)階段，針對(duì)3-12歲的孩子，立志于將他們培養(yǎng)成為一個(gè)懂得關(guān)愛(ài)，積極學(xué)習(xí)的終生學(xué)習(xí)者。通過(guò)探究式學(xué)習(xí)，跨學(xué)科課程，建立一個(gè)以概念理解為主的學(xué)習(xí)框架，讓孩子成為學(xué)習(xí)的主人。
The IB Primary Years Programme (PYP) for children aged 3-12 nurtures and develops young students as caring, active participants in a lifelong journey of learning. The PYP offers an inquiry-based, transdisciplinary curriculum framework that builds conceptual understanding. It is a student-centered approach to education for children aged 3-12.
綠城育華親親學(xué)校聚焦人的發(fā)展，喚醒孩子的自主意識(shí)、生命活力，培育其理性精神、健全人格、深厚文化素養(yǎng)和強(qiáng)烈責(zé)任意識(shí)，賦能和鼓勵(lì)孩子成為具有國(guó)際情懷的終身學(xué)習(xí)者。
Greentown Yuhua Qinqin School aims to help students develop into well-rounded individuals: awakening children’s sense of autonomy and vitality; cultivating their rational spirit and sound personality; developing a profound cultural literacy and strong sense of responsibility; empowering and encouraging children to become lifelong learners with an international mindset.
學(xué)校一直嘗試將中國(guó)國(guó)家課程的實(shí)施與IB框架進(jìn)行有機(jī)融合。這是一種學(xué)習(xí)的變革，把知識(shí)放入“真實(shí)問(wèn)題”中，在真實(shí)的情景下進(jìn)行學(xué)習(xí)，通過(guò)整合多個(gè)學(xué)科內(nèi)容，發(fā)展不同層次的探究技能，體驗(yàn)多種學(xué)習(xí)方式，采用全納、多元評(píng)估等政策，使學(xué)生的學(xué)習(xí)建立在深度理解之上。
As a private Chinese school, Qinqin school has been trying to integrate the implementation of the Chinese national curriculum with the IB framework. This is a change in learning. Knowledge can be put into "Real World Issues" and learned in real situations. By integrating multiple subject contents, developing inquiry skills at different levels, experiencing multiple learning methods, adopting inclusive and multiple assessment policies, students' learning can be built on deep understanding.
綠城育華親親學(xué)校的創(chuàng)新融合課程（IIC-P課程）以國(guó)家義務(wù)教育課程為基礎(chǔ)，采用UOI超學(xué)科探究、STEM等現(xiàn)代學(xué)習(xí)方式，是與全球先進(jìn)課程相融合的課程形態(tài)。課程資源豐富，評(píng)價(jià)方式多元、多維度，讓孩子以更寬廣的視界，更系統(tǒng)的思維，探索和認(rèn)知真實(shí)的世界，成為心智自由的學(xué)習(xí)者。
Qinqin’s innovative integrated curriculum (IIC) is based on the national compulsory education curriculum and adopts modern learning methods such as UOI and STEM. It is a kind of curriculum that integrates with the advanced curriculum in the world. The curriculum resources are rich and the evaluation methods are various and multi-dimensional. Children can explore the real world with a broader horizon and more systematic thinking, becoming mentally sound learners.
班級(jí)采用中外教雙導(dǎo)師配置，26人小班化教學(xué)，外教班主任全天跟班，孩子每天浸潤(rùn)在真實(shí)的雙語(yǔ)言環(huán)境中進(jìn)行學(xué)習(xí)和生活。創(chuàng)新融合（IIC）課程既支持學(xué)生中考升學(xué)，也可銜接國(guó)外升學(xué)，是親親全人教育課程體系的一部分。
The class is equipped with two homeroom teachers of both Chinese and foreign teachers, with 26 students in a small class. The foreign homeroom teacher follows the students all day. The children study and live in a real bilingual environment everyday. IIC is part of Qinqin’s whole-person education curriculum system, which not only supports students' entrance examinations for high schools but also supports students to join international high schools abroad.
作為一所國(guó)際文憑組織授權(quán)認(rèn)證的 PYP小學(xué)項(xiàng)目實(shí)施學(xué)校。學(xué)校重視培養(yǎng)學(xué)習(xí)者培養(yǎng)目標(biāo)，積極創(chuàng)設(shè)開(kāi)放交流和尊重的多樣性文化受到了IBO組織的高度贊揚(yáng)。同時(shí)學(xué)校采用中英文雙語(yǔ)教學(xué)、探究式超學(xué)科學(xué)習(xí)、學(xué)習(xí)者社區(qū)的組織，以及學(xué)生圍繞主題展開(kāi)的、富有創(chuàng)意的行動(dòng)等，都是從學(xué)習(xí)者的角度出發(fā)，并給學(xué)生提供高質(zhì)量且富有挑戰(zhàn)性的教育項(xiàng)目。
As an IB PYP school, Qinqin’s bilingual system, inquiry transdisciplinary learning, the organization of learners' community, and the creative actions of students around the theme are all derived from the perspective of learners, providing students with high-quality and challenging education projects.
