伊莱瑞德是一所 IB PYP候选学校，致力于在每个活动中开展 IB 实践和理念。 

EL Genesis is an IB PYP candidacy school that strives to implement IB practices and philosophies on a daily basis within each and every single class.

伊莱瑞德的老师们，极具探究精神，总能通过各种各样的活动，创建学习者社区，激发孩子的好奇心和探究欲。

The teachers at ELG are very inquisitive and can always create a learning community through a variety of activities to stimulate children's curiosity and desire to explore.

开学伊始，让我们一起沉浸式体验伊莱瑞德的IBPYP探究环境吧。

Since it's the beginning of this term, let's experience developing IBPYP environment of ELG together.

我们用心创造探究环境，展示 IB 的概念和思想，给学生空间去探究和探索它们背后的意义。

When decorating the classroom with our students, we have been careful to display IB concepts and ideas and give the students space to inquire and explore the meanings behind them. 

我们通过树叶来展示IB的培养者目标，当孩子们的取得的成果越多，他们的树也越茁壮！

Here are some of our classes showing off the IB learner profiles through leaves. As their profiles grow and develop, so will their wall! 
 
 
 
  
班级的“好奇墙”也是我们的一大亮点。它展示了不同的培养者目标，孩子们喜好和问题。

Here is a wonderwall, which showcases different learner profiles, along with goals, likes, dislikes and student questions. 

 
 
 
结合探究主题，体育老师在设计游戏场地时，会对场地的可玩性与通过性进行讨论。比如设置障碍物，提高孩子们的安全防范意识。

When Derrick designed the game venue,  he discussed the playability and passability of the venue with the children. This helped improve their awareness of safety precautions, such as how high the obstacles between the two boxes are, which could cause danger when they pass through.

 
 
 
IB不仅仅是限于教室环境的装饰。

IB is not limited to just classroom decorations.

我们同样关注全球性的问题和想法，帮助学生培养世界意识。

We also develop an internatinal mindset by teaching our academic subjects with attention to global questions and ideas. This helps students develop an awareness of the world.

当我们上烘焙课时，我们向孩子们介绍国际上知名的点心马卡龙，是起源于法国。

In our cooking class, we took the students understanding of cakes to an international level by introducing them to macaroons which originate from France. 

比如最近的台风引起了我们学生的好奇心，所以我们将科学活动和当前的事件与我们目前正在探索的核心理念联系起来。

The recent typhoon sparked a lot of curiosity in our students, so we were able to link our science lessons and current events into the central idea that we are currently exploring.

我们如何应对台风？世界上到处都有台风吗? 国际社会如何为这样的风暴做准备？

How do we prepare for typhoons? Are there typhoons everywhere in the world? How do these international communities prepare for storms like this?

在音乐活动《我的身体》中，老师会让孩子们拿着各种形状的教具，跟着音乐一起拼出一个完整的身体。

In our previous unit of inquiry about change and movements happen for many reasons, the music teacher let the children take various shapes which were placed together with the rhythm of the music to create a whole body.

孩子们学会了身体部位的名称，认识了图案，还锻炼了团队协作能力，发展了孩子们勤于思考，勇于尝试的学习者培养目标。

The children learned the names of parts of the body, learned about the patterns, used team cooperation skills, developed thinking skills, and had enhanced their courage to try to complete the learnering goal.
 
 
 

在每个探究单元中，图书管理员会根据绘本和故事展开探究活动，通过阅读，将抽象的概念形象化，引导学生学习和思考。

In each unit of inquiry, the librarian will carry out inquiry activities through the use of picture books and stories. The librarian will visualize abstract concepts and guide students to learn and think.

在美术活动中，结合主题“通过游戏和探索让我们与他人产生联系了解自己”，孩子们画身边的同学或者画自己，用观察互动的形式完成了作品，又在作品中了解了自己和同学。这是通过跨学科学习与探究活动建立联系的最好的方法。

Here we completed art work in the form of observation and interaction by painting the classmates around them or painting ourselves, and then they learned from others works. This was a great way to connect to their UOI through transdiciplinary learning. 
 
 

“探究”是PYP课程最核心学习方式。我们在每一个探究单元的过程中按照IB探究循环的六个步骤，从前期的预评估到最后的采取行动。

Inquiry is the core learning method of the PYP framework. Every class follows the six steps of Kath Murdoch's inquiry cycle. 

在每一次的活动中将发言权、选择权、主动权给予每一个孩子，充分调动孩子们的积极能动性。

In every activity, every child is given their choice, voice and ownership. This fully mobilizes the children in a positive manner.

 
 
在学习社区中，孩子们可以认识到学会与他人和平共处的重要性。

In our learning community, children realize the importance of learning to live peacefully with others. 

这不仅可以让孩子能够与他人交往并进行有效沟通，而且对孩子在语言和文化的多样性，以及个人和群体的身份认同上均有所帮助。

This not only enables children to interact with others and communicate effectively, but also helps children accept linguistic, culture, personal understanding, and group diversity. 

孩子拥有了归属感，便能够自发地承担责任。

Children get a sense of belonging and can practice responsibility spontaneously.

以求知之心茁壮成长，怀真诚之心关爱他人。

Here at ELG, we create inquiring minds that grow and authentic hearts that care.