Beyond the Book —how we plan for, and implement our English curriculum at HDBeijing School
超越书本 ——在北京赫德,我们这样设计和实施英文课程
1.Whywe develop customised units of English at HD Beijing
为什么我们开发定制式的英文课程
At HD Beijing, each unit of learning isbased on English National Curriculum objectives and customised by ourteachers to ensure the appropriate objectives are met and the needs of eachlearner are catered to. This article is from the perspective of our Grade3 teachers. It highlights some key considerations made and details the processour teachers go through when planning units of learning for our students at HDBeijing.
北京赫德的浸润式国际双语课程(下文简称“国际课程”),借鉴英国国家课程大纲,以大主题跨学科的教学方式,由任课老师定制化地设计课程来确保达到适当目标,满足每个学习者的需求。本文从三年级英文课程的角度出发,以点带面,通过强调一些在课程设计时的关键考量,希望让读者了解北京赫德国际课程在设计规划时的过程和重点。
At HD Beijing School, students work through a range of genres and skills,learning about these before being given the opportunity to use themin their own writing. Significant research has been conducted thataddresses how best to teach children to read and write, particularly interms of specific strategies for English language learners. At HDBeijing School we conscientiously incorporate this research intoour teaching model.
在北京赫德学校,学生通过学习各种不同的文学体裁,了解一系列创作技能,之后才会在自己的写作中使用它们。在教育界,关于如何更好地教英文学习者学习读写,有很多重要的业已验证的研究成果。在国际课程的教学设计中,北京赫德国际团队的老师们非常认真谨慎地将这些有意义的研究成果纳入教学模式。
比如主题式跨学科学习、体裁式教学、RWI自然拼读学习法、设计思维方法论以及STEAM和PBL式学习等结合在一起,就组成了北京赫德系统化、科学化的国际课程体系。在培养孩子类母语的英文能力的同时,我们更重视培养学生在跨文化环境中思考、决策、行动的“可迁移能力”,比如批判性思维的能力、解决问题的能力和团队沟通的能力等等。
As teachers, we continually assess theprogress of each student, identifying gaps in knowledge and ensuring that eachindividual can access the curriculum at their own level to achieve the end ofyear expectations. Each grade is working towards the objectives set out in theEnglish National Curriculum, that state what students should be able to achieveby the end of each academic year. Teachers plan lessons that build uponchildren’s previous learning and help them to acquirenew skills to meet these end of year expectations.
作为定制式课程的重要前提条件,科学的测评体系也是赫德国际课程的重点。作为教师,我们会持续测评每个学生的进步,找出每个人在知识获取上的差距,并确保每位学生都能基于自己的水平,通过有效学习来实现学年目标。教师根据每个孩子之前的学习成果来规划课程,帮助他们在自己的基础上获得新的技能。
Children are assessed using a range offormative and summative assessment techniques, and lessons areplanned and adapted to meet the specific needs of our students. Usinga range of resources to support learning gives teachers the flexibility andfreedom to creatively design learning activities which are adaptive andindividual to the needs of the students.
通过使用一系列测评技术和工具,我们对孩子的评估由“形成性评价”(formativeassessment)和“终结性评价”(summative assessment)组成。根据这些评估结果,老师在设计课程时,也会按照每个学生的特殊需要,有针对性地进行个性化调整。同时,我们还会利用一系列资源来支持孩子们的学习,教师可以灵活自由、创造性地设计适应学生需求的学习活动。
As all children are different – learning in different ways and atdifferent rates. Through ourcareful planning, we ensure that specific individual learning targets foreach child in each lesson are set. Activities are planned so that individualchildren can be supported or extended appropriately through the use of concreteresources, modelling, active learning and peer or adult support.
因为每个孩子都是不同的——他们以不同的方式和不同的速度学习。通过精心策划,我们希望确保在每节课上为每个孩子设定具体的个人学习目标。有计划有针对性地开展活动,通过使用具体资源、学习模型、积极的学习活动、来自同伴或成人的支持,个性化地为每个孩子提供支持、帮助学生扩展自我的边界。
1.How we plan and implement a unit ofEnglish at HD Beijing
我们如何具体实施英文课程的教学
Firstly, we choose a relevant andaccessible key text from which to draw all of our key learning. For ourcurrent unit; ‘stories with a familiar setting’, we chose a text that is engaging for the children and culturallyrelevant. By doing this, we aim to help the children to draw fromtheir personal experiences and to make links to their heritage and the Chinesecurriculum.
在设计每个单元的课程时,我们先根据主题选择适合的相关文本,从这个文本出发来推进整个单元的学习。比如这个学期的主题单元“栖息地”(Habitat)中的一个环节,我们要带领孩子学习一些与自身文化背景相似的故事,来让他们进一步理解文化和环境对人的影响。在三年级,我们首先选择了一个适合孩子年龄以及具有文化相关性的文本——The Story about PING,这是一个发生在扬子江上的故事,故事的主角是一只小鸭子。选择与自身文化相连接的故事,目的是帮孩子从他们的个人经验中汲取相关感受,并将英文课程的学习与学生们的文化传统和中文课程建立起联系。
Once an appropriate text is chosen, teachersbegin the planning process by identifying which English National Curriculumlearning objectives will be taught in the unit. Alongside this, teachers willalso look atchildren’s work from previous lessons combinedwith assessment data to identify any areas that need to be revisited and/or consolidatedduring the unit.
一旦选择了合适的文本,教师们就开始了课程的设计流程。首先我们会借鉴课程大纲,确定该单元需要掌握的相关学习目标。然后,教师还会结合每个孩子的测评数据(赫德对于每个孩子的英文水平都会有周期性的测评),考虑到以往学生在学习和工作中的表现,确定在本单元的学习中是否需要或如何进行个性化的复习和巩固。
For example, in this unit of work we areworking towards the following end of year objectives: developing a richvocabulary, extending sentences and creating setting, characters and plot. Wealso identified that many children needed to consolidate their learning of thegrammatical structure of sentences based on the outcome of the previous unitsof work. As a result, we have planned a series of lessons that build upon thechildren’s prior knowledge and introduce them to newand more advanced skills. In this way, we can also ensure that all childrenwithin a class are able to access the learning and make progress towards theend of year targets.
比如在本单元的教学工作中,我们正在努力实现以下年度目标:发展丰富的词汇、扩展句子并学习如何创造环境、人物和情节。通过上一单元的学习表现,我们发现许多孩子需要巩固对句子语法结构的学习。因此老师们计划了一系列课程,在孩子们之前学习的知识基础上,带给学生新的、更先进的技能。同时确保一个班里的所有孩子都能获得最合适的学习机会,朝向年度目标稳步迈进。
Next we consider appropriate teaching andlearning strategies that will help us to engage our learners. Pie Corbitt’s ‘Talk for Writing’is a creative teaching and learning approach based on the conceptthat children need to be able to orally retell stories to learn sentencestructures and vocabulary before they can write effectively. ‘Talk for Writing’ ensures lessons areengaging and accessible toall students.
课程设计完成之后,老师就开始考虑教学策略的问题,通过各种方式来吸引学习者。我们使用一些被验证有效的教学技术,比如Pie Corbitt的“为写作而说话”(Talk for Writing)。这是一种创新式的教授和学习方法,它的理念是:孩子通过口头复述故事来学习句子结构和词汇,之后他们才能更高效地学习写作。“为写作而说话”的教学方法能确保所有学生都参与到课程中。
In this unit, we started by sharing thestory ‘Ping’ with thechildren;we discussed any new vocabulary and focused on the story structure. Thechildren then learnt the story through drama and drawing. This teachingstrategy helps the children learn language structures that they can use intheir own writing.
比如当下三年级正在学习的单元,我们首先与孩子们分享了小鸭子“PING”的故事,讲解文中出现的新词汇并关注故事结构。然后,孩子们通过戏剧和绘画的方式深入学习这个故事,这些过程都有助于学生在后面的写作中学习使用自己的语言结构。
The next strand of the learning process wasinnovation and adaptation. In this, the students adapted the story andsubstituted story features for their own ideas. To support the students withthis, we went on a learning walk around the school so they could generateideas. Additionally, we explicitly taught grammar structures that the childrenwould need to reach the previously identified objectives and model storystructure. Following on from this, children developed their own stories basedon the genre and had a chance to showcase everything they had learnt.
接下来的环节就是创新。在这个环节中,孩子们的主要任务是改编故事,他们使用“PING的故事”的结构特点描述自己的想法。为了支持孩子们这样做,我们在校园里行走,通过这样的学习调研来激发孩子们的想法。同时我们也明确地帮孩子们巩固他们需要用到的语法结构。在这些基础上,孩子们创作自己的故事,并有机会展示他们所学的一切。
三年级学生的英文写作作品
超越书本 ——在北京赫德,我们这样设计和实施英文课程
1.Whywe develop customised units of English at HD Beijing
为什么我们开发定制式的英文课程
At HD Beijing, each unit of learning isbased on English National Curriculum objectives and customised by ourteachers to ensure the appropriate objectives are met and the needs of eachlearner are catered to. This article is from the perspective of our Grade3 teachers. It highlights some key considerations made and details the processour teachers go through when planning units of learning for our students at HDBeijing.
北京赫德的浸润式国际双语课程(下文简称“国际课程”),借鉴英国国家课程大纲,以大主题跨学科的教学方式,由任课老师定制化地设计课程来确保达到适当目标,满足每个学习者的需求。本文从三年级英文课程的角度出发,以点带面,通过强调一些在课程设计时的关键考量,希望让读者了解北京赫德国际课程在设计规划时的过程和重点。
At HD Beijing School, students work through a range of genres and skills,learning about these before being given the opportunity to use themin their own writing. Significant research has been conducted thataddresses how best to teach children to read and write, particularly interms of specific strategies for English language learners. At HDBeijing School we conscientiously incorporate this research intoour teaching model.
在北京赫德学校,学生通过学习各种不同的文学体裁,了解一系列创作技能,之后才会在自己的写作中使用它们。在教育界,关于如何更好地教英文学习者学习读写,有很多重要的业已验证的研究成果。在国际课程的教学设计中,北京赫德国际团队的老师们非常认真谨慎地将这些有意义的研究成果纳入教学模式。
比如主题式跨学科学习、体裁式教学、RWI自然拼读学习法、设计思维方法论以及STEAM和PBL式学习等结合在一起,就组成了北京赫德系统化、科学化的国际课程体系。在培养孩子类母语的英文能力的同时,我们更重视培养学生在跨文化环境中思考、决策、行动的“可迁移能力”,比如批判性思维的能力、解决问题的能力和团队沟通的能力等等。
As teachers, we continually assess theprogress of each student, identifying gaps in knowledge and ensuring that eachindividual can access the curriculum at their own level to achieve the end ofyear expectations. Each grade is working towards the objectives set out in theEnglish National Curriculum, that state what students should be able to achieveby the end of each academic year. Teachers plan lessons that build uponchildren’s previous learning and help them to acquirenew skills to meet these end of year expectations.
作为定制式课程的重要前提条件,科学的测评体系也是赫德国际课程的重点。作为教师,我们会持续测评每个学生的进步,找出每个人在知识获取上的差距,并确保每位学生都能基于自己的水平,通过有效学习来实现学年目标。教师根据每个孩子之前的学习成果来规划课程,帮助他们在自己的基础上获得新的技能。
Children are assessed using a range offormative and summative assessment techniques, and lessons areplanned and adapted to meet the specific needs of our students. Usinga range of resources to support learning gives teachers the flexibility andfreedom to creatively design learning activities which are adaptive andindividual to the needs of the students.
通过使用一系列测评技术和工具,我们对孩子的评估由“形成性评价”(formativeassessment)和“终结性评价”(summative assessment)组成。根据这些评估结果,老师在设计课程时,也会按照每个学生的特殊需要,有针对性地进行个性化调整。同时,我们还会利用一系列资源来支持孩子们的学习,教师可以灵活自由、创造性地设计适应学生需求的学习活动。
As all children are different – learning in different ways and atdifferent rates. Through ourcareful planning, we ensure that specific individual learning targets foreach child in each lesson are set. Activities are planned so that individualchildren can be supported or extended appropriately through the use of concreteresources, modelling, active learning and peer or adult support.
因为每个孩子都是不同的——他们以不同的方式和不同的速度学习。通过精心策划,我们希望确保在每节课上为每个孩子设定具体的个人学习目标。有计划有针对性地开展活动,通过使用具体资源、学习模型、积极的学习活动、来自同伴或成人的支持,个性化地为每个孩子提供支持、帮助学生扩展自我的边界。
1.How we plan and implement a unit ofEnglish at HD Beijing
我们如何具体实施英文课程的教学
Firstly, we choose a relevant andaccessible key text from which to draw all of our key learning. For ourcurrent unit; ‘stories with a familiar setting’, we chose a text that is engaging for the children and culturallyrelevant. By doing this, we aim to help the children to draw fromtheir personal experiences and to make links to their heritage and the Chinesecurriculum.
在设计每个单元的课程时,我们先根据主题选择适合的相关文本,从这个文本出发来推进整个单元的学习。比如这个学期的主题单元“栖息地”(Habitat)中的一个环节,我们要带领孩子学习一些与自身文化背景相似的故事,来让他们进一步理解文化和环境对人的影响。在三年级,我们首先选择了一个适合孩子年龄以及具有文化相关性的文本——The Story about PING,这是一个发生在扬子江上的故事,故事的主角是一只小鸭子。选择与自身文化相连接的故事,目的是帮孩子从他们的个人经验中汲取相关感受,并将英文课程的学习与学生们的文化传统和中文课程建立起联系。
Once an appropriate text is chosen, teachersbegin the planning process by identifying which English National Curriculumlearning objectives will be taught in the unit. Alongside this, teachers willalso look atchildren’s work from previous lessons combinedwith assessment data to identify any areas that need to be revisited and/or consolidatedduring the unit.
一旦选择了合适的文本,教师们就开始了课程的设计流程。首先我们会借鉴课程大纲,确定该单元需要掌握的相关学习目标。然后,教师还会结合每个孩子的测评数据(赫德对于每个孩子的英文水平都会有周期性的测评),考虑到以往学生在学习和工作中的表现,确定在本单元的学习中是否需要或如何进行个性化的复习和巩固。
For example, in this unit of work we areworking towards the following end of year objectives: developing a richvocabulary, extending sentences and creating setting, characters and plot. Wealso identified that many children needed to consolidate their learning of thegrammatical structure of sentences based on the outcome of the previous unitsof work. As a result, we have planned a series of lessons that build upon thechildren’s prior knowledge and introduce them to newand more advanced skills. In this way, we can also ensure that all childrenwithin a class are able to access the learning and make progress towards theend of year targets.
比如在本单元的教学工作中,我们正在努力实现以下年度目标:发展丰富的词汇、扩展句子并学习如何创造环境、人物和情节。通过上一单元的学习表现,我们发现许多孩子需要巩固对句子语法结构的学习。因此老师们计划了一系列课程,在孩子们之前学习的知识基础上,带给学生新的、更先进的技能。同时确保一个班里的所有孩子都能获得最合适的学习机会,朝向年度目标稳步迈进。
Next we consider appropriate teaching andlearning strategies that will help us to engage our learners. Pie Corbitt’s ‘Talk for Writing’is a creative teaching and learning approach based on the conceptthat children need to be able to orally retell stories to learn sentencestructures and vocabulary before they can write effectively. ‘Talk for Writing’ ensures lessons areengaging and accessible toall students.
课程设计完成之后,老师就开始考虑教学策略的问题,通过各种方式来吸引学习者。我们使用一些被验证有效的教学技术,比如Pie Corbitt的“为写作而说话”(Talk for Writing)。这是一种创新式的教授和学习方法,它的理念是:孩子通过口头复述故事来学习句子结构和词汇,之后他们才能更高效地学习写作。“为写作而说话”的教学方法能确保所有学生都参与到课程中。
In this unit, we started by sharing thestory ‘Ping’ with thechildren;we discussed any new vocabulary and focused on the story structure. Thechildren then learnt the story through drama and drawing. This teachingstrategy helps the children learn language structures that they can use intheir own writing.
比如当下三年级正在学习的单元,我们首先与孩子们分享了小鸭子“PING”的故事,讲解文中出现的新词汇并关注故事结构。然后,孩子们通过戏剧和绘画的方式深入学习这个故事,这些过程都有助于学生在后面的写作中学习使用自己的语言结构。
The next strand of the learning process wasinnovation and adaptation. In this, the students adapted the story andsubstituted story features for their own ideas. To support the students withthis, we went on a learning walk around the school so they could generateideas. Additionally, we explicitly taught grammar structures that the childrenwould need to reach the previously identified objectives and model storystructure. Following on from this, children developed their own stories basedon the genre and had a chance to showcase everything they had learnt.
接下来的环节就是创新。在这个环节中,孩子们的主要任务是改编故事,他们使用“PING的故事”的结构特点描述自己的想法。为了支持孩子们这样做,我们在校园里行走,通过这样的学习调研来激发孩子们的想法。同时我们也明确地帮孩子们巩固他们需要用到的语法结构。在这些基础上,孩子们创作自己的故事,并有机会展示他们所学的一切。
三年级学生的英文写作作品