從西班牙國慶日中領(lǐng)略多元文化

　　El Día De la Hispanidad (Hispanic Day)

　　創(chuàng)意素描設(shè)計(jì)

　　Sketching in Design

　　三年級動物園研學(xué)之旅

　　Grade 3 Field Trip to Zoo

　　一年級親子野餐活動

　　Grade 1 Picnic with Parents

　　01從西班牙國慶日中領(lǐng)略多元文化

　　El Día De la Hispanidad (Hispanic Day)

　　在西班牙的日歷上，10月12日被標(biāo)記為“西班牙國慶日”，乃為紀(jì)念在1492年，航海家哥倫布到達(dá)美洲大陸。在TWIS的這一天，我們認(rèn)識哥倫布的登陸給世界所帶來的影響，理解為何當(dāng)今超過20個(gè)國家使用西班牙語作為第一語言。

　　October 12th is written on the Spanish Calendar as Día de la Hispanidad or National Day, which translates into Hispanic Day. This date also marks the arrival of Christopher Columbus to the Americas in 1492. On this day at school, we wanted to recognize the influence the arrival of Columbus has brought to the world with over 20 countries using Spanish as their first language.

　　西班牙語連同英語和漢語成為當(dāng)今最常使用的語言。TWIS擁有一個(gè)以西班牙語為母語的師生組織，這其中包括了西班牙語俱樂部的新成員。作為IB課程的重要組成部分，TWIS希望賦予學(xué)生學(xué)習(xí)多種語言的可能性，并通過語言領(lǐng)略多元文化。在西班牙國慶日這一天，所有學(xué)生都積極參與到尋找西班牙語國家的尋旗活動中，以培養(yǎng)國際思維。

　　Spanish together with English and Chinese being of the most common languages in use today. At TWIS, we have a community of native Spanish-speaking students and teachers, as well as new learners in our language support lesson. As an important part of the IB program, we want students to have the possibility to speak multiple languages, and understand the culture through the language. As part of the activities, students from all grades took part in a flag hunt of the Hispanic countries they had been assigned, helping to foster international-mindedness.

　　然而，我們不能僅從一個(gè)視角來思索歷史，而應(yīng)該用多重視角來審視。學(xué)校圖書館是學(xué)生的信息樞紐，一些年齡較小的學(xué)生制作了美國本土羽毛裝飾品，以紀(jì)念在哥倫布到來之前共享這片土地的原住民。高年級學(xué)生則討論了哥倫布登陸所帶來的積極和消極因素，還探討構(gòu)成世界歷史和文化重要組成部分的西班牙語系的藝術(shù)家、發(fā)明家和音樂家。

　　History though, could not be examined through one pair of eyes, but that of multiple perspectives. Our library serves as an information hub for students. Some of our younger students also made their own native American feather ornaments to commemorate the natives that shared the land before the arrival of Columbus. For our older students, discussions about the positives and negatives of Columbus’ arrival were discussed, the artist, inventors, and musicians that have flourished in Hispanic countries and now make up an important part of the world's history and culture.

　　TWIS擁有一支由多元文化構(gòu)成的團(tuán)隊(duì)，他們愿意與學(xué)生分享熱情、故事、歷史和文化，開闊學(xué)生的視野，幫助他們塑造成為世界公民。作為終身學(xué)習(xí)者的學(xué)生通過西班牙語獲得啟發(fā)，進(jìn)而利用圖書館母語區(qū)的資源進(jìn)行探究和反思。

　　We have a multicultural team at TWIS that is willing to share their passions, stories, history and culture with our students, multiplying their perspectives and helping them shape into global citizens. Students can be inspired with Spanish and can then make use of our Mother Tongue section in the library to research and reflect as lifelong learners.

　　02創(chuàng)意素描設(shè)計(jì)

　　Sketching in Design

　　在設(shè)計(jì)課堂上，MYP中學(xué)四年級的學(xué)生通過“同伴指導(dǎo)”的方式訓(xùn)練團(tuán)隊(duì)合作和溝通能力，同時(shí)進(jìn)行素描的學(xué)習(xí)。學(xué)生階段最為奇妙的事，離不開與同學(xué)合作、分享技能，并與同學(xué)一起認(rèn)識和理解新知識。

　　MYP 4 Design students practiced their collaboration skills and their communication abilities by 'peer coaching' each other to learn the valuable skill of sketching.? It is always fun to work with friends to share skills and help peers know and understand new things.?

　　MYP設(shè)計(jì)課的學(xué)生們會花大量時(shí)間繪制和勾勒出腦海中所思索的創(chuàng)意設(shè)計(jì)項(xiàng)目。當(dāng)他們需要在現(xiàn)實(shí)中以視覺呈現(xiàn)的方式向他人傳達(dá)設(shè)計(jì)意圖和計(jì)劃時(shí)，學(xué)習(xí)素描的重要性油然而生。課堂所學(xué)的素描技能還可以延伸至學(xué)生的其他課程和生活中。近來，學(xué)生們學(xué)習(xí)結(jié)構(gòu)素描，以展示設(shè)計(jì)的不同視角。

　　In MYP Design, students will spend a lot of time drawing and sketching the creative thoughts they have in their minds about a design project they are planning. But they also need to communicate visually to another person what their design intentions and plans are and that's why learning to sketch is so important. It's also a very enjoyable activity and hopefully, this skill of sketching will carry over to students' other classes and endeavors in life.? Today students learned how to make orthographic sketches to show varying perspectives on their designs.

　　IB學(xué)習(xí)者互相交流，協(xié)同合作，共享創(chuàng)意想法和技能，加強(qiáng)練習(xí)，以精進(jìn)素描學(xué)習(xí)方法論。

　　IB learners help each other and share ideas and skills through collaboration and the learning skill of communication is appropriate to practice with each other to improve their abilities at this valuable skill.

　　03三年級動物園研學(xué)之旅

　　Grade 3 Field Trip to Zoo

　　在三年級的探究性單元中，學(xué)生開始學(xué)習(xí)動物種類、棲息地和生態(tài)系統(tǒng)。完成這次課堂知識和現(xiàn)實(shí)生活相結(jié)合的探究性學(xué)習(xí)，有什么比去動物園更為合適的呢?

　　During this UOI our grade 3 students learned about different animals, habitats and ecosystems. So, what better way to end this inquiry than to go to the zoo? Students had the chance to make connections from what they learned in the classroom in real life.

　　在動物園的研學(xué)之旅中，學(xué)生有機(jī)會看到許多不同的動物和它們的棲息地。能夠在現(xiàn)實(shí)生活中看到真實(shí)的熊貓、老虎、大象和蛇等動物，這對于學(xué)生來說是極富教育意義的。

　　During our field trip to the zoo, students had the chance to see many different animals and their different habitats. Students had so much fun seeing all the different animals in “real life” it was exciting and educational for them. Their favorite animals were the pandas, tigers, elephants and snakes.

　　學(xué)生有機(jī)會在動物園里嘗試不同的游戲，令這次學(xué)習(xí)旅程充滿了歡樂氣氛。這個(gè)最后以冰激凌和豐富知識結(jié)束的一天，讓師生們更期盼下次研學(xué)之旅的到來。

　　Students also had the opportunity to play different games at the zoo as well, which they enjoyed very much! They ended the day at the zoo with cold ice cream and more knowledge! Even the teachers enjoyed this field trip a lot!

　　04一年級親子野餐活動

　　Grade 1 Picnic with Parents

　　作為PYP小學(xué)探究性單元“我們是誰”的一部分，我們期待著拓展學(xué)生對社區(qū)和家庭的認(rèn)識。上個(gè)月，一年級組織了一場親子野餐活動，學(xué)生與家人共赴松山湖，一起探究和體驗(yàn)不同家庭是如何組成的，從而形成一個(gè)和諧的社區(qū)。

　　As part of our PYP unit of inquiry on Who We Are, we are looking forward to expanding our learning about communities and families. Last month, Grade 1 students organized a field trip/picnic to the Songshan Lake with their family members to celebrate our inquiry and experience how different families can come together to form a peaceful community.

　　野餐期間，師生和家長一起進(jìn)行親子互動體育游戲，如球類接力、飛盤、呼啦圈游戲和羽毛球運(yùn)動等。

　　During the picnic, we played a lot of sports games with our classmates and parents, such as running back and forth with the ball between their back or head, frisbee, hula hoop and badminton together. Then we share snacks with each other.

　　家庭之間還互相分享著食物，零食包括披薩、壽司、天婦羅、果凍、水果。在活動的最后，學(xué)生圍成一個(gè)圓圈，為父母歌唱《我們是一家人》曲目，還輪流介紹自己的家人。在這次美妙的親子野餐活動中，學(xué)生們表現(xiàn)了關(guān)愛他人和友善溝通的良好品質(zhì)。

　　Then we share snacks with each other. Parents brought some pizza, sushi, tempura, jelly, cookies, fruit, and all kinds of snacks. We really enjoyed that! After sharing snacks, we made a big circle and sing a wonderful song ”We Are Family” for our parents, and we took turns introducing our family to other families. It was a wonderful trip and students demonstrated being caring and good communication skills.