国际文凭课程 IB

IB PROGRAMME

所有探究课均由⼀  名外籍教师和⼀名中国教师共同授课  

All inquiry classes  will be co-taught by an overseas teacher and a Chinese teacher

视觉艺术、体育、图书    馆、信息技术和⾳乐将由外籍特⾊教师授课   Visual arts, PSPE,

Library, ICT and performing arts will be taught by our overseas teachers

数学将由中⽅⽼师主导  并伴有外⽅⽼师的语⾔⽀持

Mathematics will be led by a Chinese teacher with sup port from an overseas teacher

所有语⾔课程由  专⻔语⾔特⾊⽼ 师教授

All language classes will be taught by a language specialist

所有教师将以年级为单位合作备课来将他们的教学和学习整合到探究单元中

All teachers will work collaboratively within a grade level to integrate their teaching and learning into units of inquiry

在整个课程的学习过程中，学⽣获得并应⽤了⼀系列跨学科技能: 社交技能、沟通技能、思考技能、研究技能、⾃我管理技 能。这些技能是有价值的，并让我们的学⽣把他们的成功带到不同的学术、社会和专业环境。

Within their learning throughout the program, students acquire and apply a set of transdisciplinary skills: social skills, communication skills, thinking skills, research skills and self-management skills. These skills are valuable and allow our students to carry their success into diverse academic, social and professional contexts.

我们的⽼师经过了⼴泛的培训，以满⾜我们课程的要求。所有教学都是：1、 基于探究；2、侧重于概念理解；3、在地 方和全球环境中开发；4、注重有效的团队协作；5、差异化的满足学习者的需求；6、以形成性和终结性评估为依据。

Our teachers go through extensive training to fulfill the requirements of our program. All teaching is:1、Based on inquiry, 2、Focused on conceptual understandings, 3、Developed in local and global contexts, 4、Focused on effective     teamwork and collaboration, 5、Differentiated to meet the needs of learners, 6、Informed by formative and summative assessment.

我们项⽬的⽬标在于培养具有全球情怀的个体，他们承认⼈类共有的博爱精神，分担守护地球的责任，帮助开创⼀个更 美好、更和平的世界。积极探究、知识渊博、勤于思考、善于交流、坚持原则、胸襟开阔、懂得关爱、勇于尝试、全⾯发展、及时反思。

The aim of our program is to develop global minded individuals, who recognize their common humanity and shared    guardianship of the planet, as well as help to create a better and more peaceful world.As learners, we strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring,  risk-takers, balanced and reflective.

中学项⽬是⼀个具有挑战性的课程框架，⿎励学⽣在他们的学习和现实世界之间建⽴实际联系。

中学项⽬课程包含⼋个学科组，为适龄⻘少年提供⼴泛⽽均衡的教育。

MYP要求每个学科组在课程的每⼀年⾄少有50个⼩时的教学时间。在课程的最后两年，精⼼设计的科⽬组灵活性使学⽣既能够满⾜当地的教学 要求⼜能实现个⼈学习⽬标。

中学项⽬是⾯向11⾄16岁的学⽣，他们在被授权实施该项⽬的学校中学习。

MYP课程在设计上是包容性的；拥有各种兴趣和学术能⼒的学⽣都能从他们的参与中受益。中学项⽬的实施是⼀项课程全⾯的活动，这个课程 也可以进⾏选课模式。

The MYP is a challenging framework that encourages students to make practical connections between their studies and the real world.  The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education for early adolescents. The MYP requires at least 50 hours of teaching time for each subject group, in each year of the programme. In the final two years of the programme, carefully-defined subject group flexibility allows students to meet local requirements and personal learning goals. The MYP is open to any student aged 11 to 16, at schools that have been authorized to implement the programme. 

The MYP is inclusive by design; students of all interests and academic abilities can benefit from their participation. Implementation of the MYP is a whole-school endeavour, although the programme can accommodate academically-selective models.

THE INTERNATIONAL BACCALAUREATE® (IB) MIDDLE YEARS PROGRAMME (MYP) COMPRISES EIGHT SUBJECT GROUPS

语⾔与习得 Language acquisition

语⾔与⽂学 Language and literature

个⼈与社会 Individuals and  societies

科学 Sciences

数学 Mathematics

艺术 Arts

体育与健康教育 Physical and health education

设计 Design

在四年级和五年级，学⽣可以在⼀定限度内选修⼋个科⽬组中的六个，以提供更⼤的灵活性，以满⾜当地政策的要求和个别学⽣个性化学习 的需要。

每年，MYP的学⽣还⾄少参与⼀个合作计划的跨学科单元学习，⾄少涉及两个学科组。

MYP学⽣还要完成⼀个学期项⽬，在这个项⽬中，他们决定⾃⼰想要学习的内容，根据⾃⾝已知，发现并创造，根据项⽬内容创建评估细则并  完成它。

In years 4 and 5, students have the option to take courses from six of the eight subject groups within certain limits, to provide greater flexibility in meeting local requirements and individual student learning needs.

Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups.

MYP students also complete a long-term project, where they decide what they want to learn about, identify what they already know, discovering what they will need to know to complete the project, and create a proposal or criteria for completing it.

TEACHING AND LEARNING IN MYP

当学⽣的学习经历与他们的⽣活和对世界的感知联 系在⼀起时，他们学得最好。

在全球背景下，MYP学⽣通过对以下⽅⾯的探索，了 解⼈类的共性，共同承担守护地球的责任。

Students learn best when their learning experiences have context and are connected to their lives and their experience of the world that they have experienced. Using global contexts, MYP students develop an understanding of their common humanity and shared   guardianship of the planet through developmentally appropriate explorations of:

⾝份认同与关系 identities and relationships

个⼈与⽂化认同 personal and cultural expression

时空辨别 orientations in space and time

科技⾰新 scientific and technical innovation

原则与发展 fairness and development    

全球化与可持续 globalization and sustainability

SERVICE AS ACTION, THROUGH COMMUNITY SERVICE

⾏动和服务⼀直是IB社区的核⼼价值观。当学⽣们把他们课内知识与实际联系到⼀起时，他们就会采取⾏动。IB学习者努⼒成为有爱⼼的社区成员，致⼒于服务，努⼒  为他⼈的⽣活和环境产⽣积极的影响。服务即⾏动是MYP项⽬的⼀个重要组成部分。

Action and service have always been shared values of the IB community. Students take action when they apply what they are learning    in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment  to service—making a positive difference to the lives of others    and to the environment. Service as action is an integral part of the programme,especially in the MYP community project.

INCLUSION AND LEARNING DIVERSITY IN MYP

作为中学项⽬课程的⼀部分，学校在对书⾯、教学和评估课程中 做出了差异化。这在单元规划和教学环境中得到了证明，在IB官⽅授权和回访 期间对两者进⾏了审查。

MYP允许学校继续满⾜地区、省或国家对有⼊学需求的学⽣的 相关法律要求。学校必须制定包容/特殊教育需求(SEN)政策，解释评 估准⼊安排、教室住宿和课程修改，以满⾜个别学⽣的学习需求。

As part of the MYP curriculum, schools address differentiation within the written, taught and assessed curriculum. This is demonstrated in the unit planner and in the teaching environment, both of which are reviewed during programme authorization and evaluation. The MYP allows schools to continue to meet state, provincial or national legal requirements for students with access needs. Schools must develop an inclusion/special educational needs (SEN) policy that explains assessment access arrangements, classroom accommodations and curriculum modification that meet individual student learning needs.

MYP课程将STEM作为⼀个重要的学科，从这个⻆度考虑与科学、技术、⼯程和数学相关的概念和技能的综合教与学。

The MYP curriculum focuses on STEM as an important perspective from which to consider integrated teaching and learning in concepts and skills related to science, technology, engineering and mathematics.