The NCIS Primary School curriculum is based on a guided inquiry approach to learning and teaching. Inquiry-based units of study, known as “Transdisciplinary Units”, are the focus for learning in homeroom classes and, when appropriate, are integrated into other curriculum areas. Students experience what it is like to think and act like a historian, scientist, engineer, or mathematician. Within each unit, students and teachers identify together what they already know, what they want to know, what they need to know, and how best they might find that out. Students are active:
NCIS小学部的课程体系以引导式探究教学法为核心。在班主任课堂中，学习主要围绕被称为“跨学科单元”的探究型课题展开，并在适当时机与其他学科领域融会贯通。通过这一方式，学生得以亲身体验如何像历史学家般缜密思考、像科学家般系统探索、像工程师般创新实践、像数学家般严谨推理。在每个单元的学习过程中，师生将共同梳理已知内容、明确探究方向、确定所需知识，并共同探寻最佳学习路径——这种模式让每一位学生真正成为学习的主角。
- exploring, wondering, and questioning
- experimenting and playing with possibilities
- researching and seeking information
- collecting data and reporting findings
- clarifying existing ideas and reappraising events
- deepening understanding through the application of a concept or rule
- making and testing theories
- making predictions and acting purposefully to see what happens
- elaborating on solutions to problems
- 探索未知、心生好奇与主动提问
- 动手实验，在可能性中尽情探索
- 深入研究，主动搜寻信息
- 系统收集数据并汇报研究发现
- 梳理既有观念，重新审视事件
- 应用概念与规则以深化理解
- 构建并检验自己的理论
- 做出预测并有目的地实践以验证结果
- 不断完善问题的解决方案
The following five essential elements are explored and developed within the PYP curriculum framework:
在PYP课程框架中，以下五个关键要素贯穿始终并得以培养：
What do we want students to understand?
我们希望学生理解什么？
The PYP curriculum framework has been designed around a key set of important concepts or ideas. These eight concepts are at the core of the curriculum and provide the foundation for concept-driven exploration across all subject areas:
- Form What is it like?
- Function How does it work?
- Causation Why is it like it is?
- Change How is it changing?
- Connection How is it connected to other things?
- Perspective What are the points of view?
- Responsibility What is our responsibility?
- Reflection How do we know?
- 形式 它是什么样子的？
- 功能 它是如何运作的？
- 因果 它为什么会这样？
- 变化 它正在发生怎样的变化？
- 联系 它与其他事物如何关联？
- 观点 有哪些不同的视角？
- 责任 我们肩负着什么责任？
- 反思 我们如何确知？
What do we want students to know?
我们希望学生掌握哪些知识？
Knowledge is developed through the Unit of Inquiry themes at each grade level. These transdisciplinary, thematic units are used to integrate subject knowledge across the main curriculum areas of English Language Arts; Mathematics; Science; Social Studies; The Visual and Performing Arts; Chinese Language Arts; and Personal, Social, and Health Education (PSPE). Unit themes shall:
知识是通过各年级的“探究单元”主题来构建的。这些跨学科的主题单元，旨在将英语语言文学、数学、科学、社会研究、视觉与表演艺术、中文语言文学以及个人、社会与健康教育等主要学科领域的知识融会贯通。单元主题的设置将致力于：
- be significant for all students
- give students opportunities to explore challenging, relevant, and engaging knowledge
- encourage knowledge to be looked at in a transdisciplinary way
- be revisited throughout the student’s years of schooling
- 对全体学生都具有重要意义
- 为学生提供机会，去探索具有挑战性、切合实际且引人入胜的知识
- 鼓励以跨学科的方式审视知识
- 在学生的整个求学阶段被反复探讨和深化
What do we want the students to be able to do?
我们希望学生能够做些什么？
The skills are those things that students need to be able to do to succeed in a changing, challenging world. Students need to master a range of skills to prepare themselves for their future education and for life in general. A comprehensive set of Communication, Research, Self-management, Social, and Thinking Skills are taught through structured inquiry experiences in the Units of Inquiry.
技能，是学生在这个充满变化与挑战的世界中取得成功所必需掌握的能力。为迎接未来的深造与人生历程，学生需要熟练掌握一系列技能。通过单元探究中的结构化探究体验，我们系统培养学生的沟通、研究、自我管理、社交及思考等综合技能。
What do we want the students to value and feel?
我们希望学生珍视什么、感受什么？
It is important that students recognize the importance of Attitudes alongside Concepts, Knowledge, and Skills as being an integral part of the curriculum. The curriculum promotes appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, and respect. There are many opportunities throughout the curriculum to develop and promote positive attitudes.
学生能否认识到，态度与概念、知识和技能同等重要，共同构成课程的核心组成部分，这一点至关重要。本课程着力培养的素养包括：赏识、责任感、信心、合作、创造力、求知欲、同理心、热情、独立、正直与尊重。在整个课程体系中，处处蕴含着培育和强化这些积极态度的契机。
How do we want students to act?
我们希望学生如何行动？
Through the Units of Inquiry, we endeavor to create learning experiences that inspire students to actively apply new learning in their daily life. Students are encouraged to reflect, choose wisely, and to act responsibly with their peers, school staff, and in the wider community.
通过探究式学习单元，我们致力创设能激励学生将新知积极应用于日常生活的学习体验。我们鼓励学生做到勤于反思、审慎抉择，并以负责任的态度与同学、师长乃至更广阔的社会群体互动相处。
In the PYP, a balance is sought between acquisition of essential knowledge and skills, development of conceptual understanding, demonstration of positive attitudes, and taking of responsible action. One of the most significant and distinctive features of the IB-PYP is the six transdisciplinary themes. These themes provide IB World Schools with the opportunity to incorporate local and global issues into the curriculum, effectively allow students to “step beyond” the confines of learning within subject areas, and develop international mindedness.
在PYP课程体系中，我们致力于在以下方面取得平衡：基础知识与技能的掌握、概念性理解的形成、积极态度的培养以及负责任的行动实践。IB-PYP课程最显著且独具特色的要素在于其六大跨学科主题。这些主题使IB成员学校能够将本土与全球议题融入课程，让学生真正”跨越”学科界限开展学习，从而培养国际情怀。
The six IB transdisciplinary themes are as follows:
Who we are – an inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.我们是谁——探索自我本质；信仰与价值观；个人在身体、心理、社交及精神层面的健康；包括家庭、朋友、社区与文化在内的人际关系；权利与责任；以及人之为人的意义。
Where we are in place and time – an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.我们身处什么时空——探究时空定位；个人历史；家园与旅程；人类的探索、发现与迁徙；从本土与全球视角，理解个体与文明之间的相互关联及内在联系。
How we express ourselves – an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.我们如何表达自己——探究我们如何发现并表达思想、情感、自然、文化、信仰与价值观；如何反思、拓展并享受创造过程；以及如何培养对美学的感知力。
How the world works – an inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.世界如何运作——探究自然世界及其规律，自然界（物理与生物）与人类社会的相互作用；人类如何运用对科学原理的认识；科技进步对社会与环境的影响。
How we organize ourselves – an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.我们如何组织自己——探究人造系统与社区之间的相互关联；组织架构与运作方式；社会决策机制；经济活动及其对人类与环境的影响。
Sharing the planet – an inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.共享地球——探究如何在有限资源的分配中，与不同族群及生命体和谐共处所涉及的权利与责任；社群内部及相互之间的关系；平等机遇的获取；以及和平与冲突化解的求索。
Please contact our PYP Coordinator.敬请联系我校PYP课程协调员。
Please contact our PYP Coordinator.敬请联系我校PYP课程协调员。
THE EXHIBITION 学习成果展
The ‘Exhibition’ is one of the culminating experiences for students in the PYP. Students will carry out one of their final extended, collaborative inquiry projects under the guidance of their teachers. They will be involved in synthesizing the core elements of the PYP and sharing them with the whole school community. It is an opportunity for students to exhibit the attributes of a life-long learner they have been developing throughout their primary school years. Students will be given flexibility in their choice of real-life issues or problems to be explored and investigated in preparation for the ‘Exhibition’.
学习成果展是PYP学生毕业阶段的重要学习经历。在教师指导下，学生将通过此次终阶性的协作探究项目，融会贯通PYP核心要素，并向全校师生展示学习成果。这一活动让学生得以全面展现其在小学阶段培养的终身学习者特质。在筹备过程中，学生可自主选择探究的现实议题，充分体现个性化学习特色。
Nanchang International School is an IB world school for the Primary Years Programme. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Nanchang International School believes is important for our students.
南昌国际学校是经国际文凭组织授权的小学项目（PYP）世界学校。作为全球IB学校共同体的一员，我们秉持共同的教育理念——致力于提供优质且富有挑战性的国际化教育，南昌国际学校深信，这样的教育对学生的成长至关重要。
Only schools authorized by the IB Organization can offer any of its three academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), or the Diploma Programme (and in addition the IB Career-related Certificate).
只有经国际文凭组织（IB）授权的学校，方可开设其三大核心学术课程：小学项目（PYP）、中学项目（MYP）或大学预科项目（DP），此外还可增设职业相关证书（IBCC）课程。
For further information about the IB and its programmes, visit http://www.ibo.org.
欲深入了解国际文凭组织及其课程体系，敬请访问 http://www.ibo.org。