In this newsletter, we will review the Curriculum Night of Secondary School. We will focus on the global perspective curriculum for secondary school students and discuss the challenges and growth that primary school students will experience as they transition to higher grades.
BIS Secondary School Curriculum Night: A Bridge for Home-School Co-education
Written by Ms. Suty, September 2024.
On September 19,, with the strong support of the student service center and the Secondary School academic team, BIS successfully held its first curriculum night for secondary school parents. This event is of great significance for the development of the school and the development of the home-school relationship.
After school on that day, parents came to the campus in succession, waiting for an exciting exchange. The principal warmly welcomed every parent who came to participate in the event in the MPR.
After that, the homeroom teachers of each year performed their respective duties and carried out interactions in different classrooms respectively. They introduced in depth to the parents the curriculum system of their year and various subjects, including curriculum arrangement, syllabus, teaching objectives and teaching methods, etc. This communication was not a one-way transfer of information. The teachers also carried out personalized educational discussions with the parents. Parents actively participated, asking questions. They were concerned about various aspects of their children's learning experiences, such as how to improve their children's learning interests, how to deal with learning pressure, and whether there were special teaching arrangements for their children's special situations, etc. The teachers provided professional guidance and answers.
This curriculum night event has built a solid communication bridge between the school and families, helping parents better understand the school's teaching initiatives, and also enabling the school to listen to the parents' voices better, laying a good foundation for the improvement of future teaching activities and home-school cooperation.
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Year 4: Overcoming Challenges and Fostering Growth
Written by Mr. Yaseen, September 2024.
Year 4 had begun with many challenges, due to new students, as well as there being a new teacher/student dynamic. Every teacher has their own philosophy. It isn’t about right or wrong, but rather different approaches. It is essential for us, as the teacher, to not only encourage new learners in the academic year, to improve themselves, but also, for us to provide a clear outline of our expectations for them. I am pleased to report that not only have the students adapted to their new Grade, but they have exceeded my expectations.
In English, we are managing to improve on their core competencies, namely reading, writing, speaking and listening. The hardest of these skills at their age group, being listening, as it is a more passive approach which still requires their engagement. Increasing one’s attention span, is at its essence, developing a skill, and these learners have shown such wonderful growth in this regard, it is motivating me as the teacher to push on further. After all, they are capable of whatever we show them to be possible.
Science, is being used with many practical examples, as I have found that forming the link between the theoretical and practical components in this field, is vital to their success, as well as their all round interest. Not everyone, is born with keen interest in science, but I believe with the correct approach, it can be made to be fun, and exciting.
Their Math did pose some issues, but by clearly identifying certain holes, we were able to overcome perceived weaknesses, and create a proper foundation for the Year 4 work we are aspiring to complete and understand fully.
GP Provides us with a great chance to incorporate more team-based exercises, in which I take on more of a facilitator role, by guiding them toward discovering new ideas, and broadening their ability to think independently.
PSHE/Wellbeing is necessary for us to get a better understanding of who our students are, and how they think about life. Not always academic, it provides them with an outlet to express themselves in a multitude of ways, less controlled than a regular class, but just as important to their overall mental health.
May the year continue to provide us with great opportunities to learn from each other in a safe, and warm space.
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Exploring Speciesism and Animal Ethics in Global Perspective Curriculum
Written by Ms. Melissa, September 2024.
As part of the global perspective’s curriculum this term, the focus within the study of humans and other species has been on non-human animals and the concept of speciesism. Students have delved into the ethical considerations surrounding the treatment of animals and examined how speciesism—discrimination based on species—affects both individual animals and broader environmental policies.
Whilst all students from Years 7 to 11 have explored the topic of humans and other species as part of their curriculum, fostering critical thinking and global awareness, classes are differentiated to suit the level and ability of each year group.
Year 7: Students began by learning theories of evolution, basic species classification, and the unique traits of humans. They participated in discussions, presentations and classification activities developing foundational knowledge and awareness. They are currently finishing their first mini group project before embarking on Individual projects to consolidate their knowledge of this theme.
Year 8: Focus shifted to evolution, ethical considerations and animal cruelty. The first round of written reports on evolution and religion have been submitted to a high standard and it’s been interesting to read students personal perspectives and views. Students are currently engaging in group research projects on ethical considerations and animal welfare and are hoping to create an exhibition on the topic.
Year 9: Students delved into evolution, exploring how various species have evolved over time, as well as taking a deeper look at ethical considerations and how we can improve the ways in which Countries treat their animals, currently Y9 are engaging in group research projects on the hunting of endangered species and speciesism. Working in groups on their research projects is fostering collaboration and a deeper understanding of different perspectives of the subject matter.
Year 10 & 11: Students have finished their first round of individual reports and presentations highlighting various forms of speciesism, from industrial farming practices to the conservation challenges faced by endangered species. Students have been engaging remarkably with the topic and are about to embark on their team projects their research so far has covered a wide range of issues, from the impact of deforestation on species diversity to the role of traditional knowledge in conservation. They’ve explored how various cultures interact with and protect wildlife and will go on to present case studies on global conservation challenges and solutions. This active participation and their insightful contributions reflect their growing awareness and commitment to addressing the complex interactions between humans and other species on a global scale.
This term, the focus within the study of humans and other species has been on non-human animals and the concept of speciesism. Students have delved into the ethical considerations surrounding the treatment of animals and examined how speciesism—discrimination based on species—affects both individual animals and broader environmental policies. Their presentations have highlighted various forms of speciesism, from industrial farming practices to the conservation challenges faced by endangered species. By addressing these topics, students have developed a nuanced understanding of animal rights, ethical treatment, and the importance of advocating for a more inclusive approach to all living beings. Their work underscores their engagement with these critical issues and their ability to link ethical considerations with global perspectives on biodiversity and conservation.
Teaching secondary school students about humans and other species is crucial for fostering a deep understanding of biodiversity, ecology, and our place in the natural world. This subject can be approached from multiple angles, including biology, environmental science, and ethics.
Biologically, students can explore the evolutionary relationships between humans and other species, examining similarities and differences in anatomy, genetics, and behavior. This could involve studying the human genome in comparison to that of other animals, or investigating how different species have adapted to their environments.
Ecologically, the focus can shift to ecosystems and the roles various species play within them. Lessons can cover food webs, habitat destruction, and conservation efforts, helping students appreciate the interconnectedness of all life forms and the impact of human activities on other species.
Ethically, discussions can address our responsibilities towards animals and the environment. Students can debate issues like animal rights, conservation policies, and sustainable practices, promoting empathy and ethical considerations in their daily lives.
Incorporating hands-on activities, such as field trips, lab experiments, and project-based learning, can make these topics more engaging. By understanding both our shared traits and our differences with other species, students gain a broader perspective on their role in the world and the importance of preserving biodiversity.
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在本期通讯中,我们将带大家一起回顾中学课程之夜,聚焦中学的全球视野课程,探讨小学生升入高年级将经历的挑战和成长。
英伦学校中学课程之夜:家校共育的桥梁
作者:Ms. Suty,2024年9月
9月19日,在学生服务中心和中学学术团队的大力支持下,英伦学校成功举办了首场面向中学家长的课程之夜活动。这一活动对于学校的发展以及家校关系的构建具有重要意义。
当天放学后,家长们陆续来到校园,等待着一次令人兴奋的交流。校长亲自首先在MPR热情地欢迎了每一位前来参加活动的家长。
之后,各年级主班老师各司其职,分别在不同的教室里开展互动。他们向家长们深入地介绍了本年级以及各科目的课程体系。包括课程设置、教学大纲、教学目标和教学方法等等。这种交流并非单向的信息传递,老师们还与家长们进行了个性化的教育交流。家长们积极提问,他们关心孩子在学习过程中的各种情况,例如如何提高孩子的学习兴趣、怎样应对学习压力、针对孩子的特殊情况是否有特殊的教学安排等等。老师们进行了专业性的解答。
此次课程之夜活动,为学校与家庭之间搭建了一座坚实的沟通桥梁,使得家长们更加了解学校的教学情况,也让学校能够更好地倾听家长的心声,为今后的教学活动改进和家校合作奠定了良好的基础。
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四年级:克服挑战,促进成长
作者:Mr. Yaseen,2024年9月
四年级的开始充满了挑战,因为有新学生加入,以及新的师生互动。每位老师都有自己的教育理念。这无关对错,而是不同的方法。作为老师,我们不仅要在学年中鼓励新学生提升自己,而且还要给他们明确列出我们对他们的期望,这一点至关重要。我很高兴地告诉大家,学生们不仅适应了新的年级,而且还超出了我的预期。
在英语课上,我们正努力提高他们的核心能力,即阅读、写作、口语和听力。在他们这个年龄段,听力是这些技能中最难的,因为它是一种较为被动的方式,但仍然需要他们投入精力。本质上讲,提高注意力持续时间就是在培养一种技能,这些学生在这方面展现出了非常棒的进步,这激励着我这个教师继续向前推进教学。毕竟,只要我们让他们看到可能性,他们就能做到任何事。
在科学课上,我们运用了很多实例,因为我发现将这一学科的理论和实践部分联系起来对他们取得成功以及全面培养兴趣至关重要。不是每个人生来就对科学有浓厚的兴趣,但我相信采用正确的方法就能让科学课变得有趣、令人兴奋。
他们的数学确实遇到了一些问题,但通过明确找出某些知识漏洞,我们得以克服这些看似存在的弱点,为我们渴望完成并充分理解的四年级的数学学习内容打下了坚实的基础。
全球视野课为我们提供了一个很好的机会来开展更多基于团队的练习,在这个过程中我更多地扮演引导者的角色,引导他们去发现新的想法,拓宽他们独立思考的能力。
个人、社会、健康和经济教育/心理健康课对我们更好地了解学生是怎样的人以及他们如何看待生活是很有必要的。这门课并非总是学术性的,它为学生提供了一个用多种方式表达自己的途径,不像常规课堂那样受约束,但对他们的整体心理健康同样重要。
愿这一学年继续为我们提供在安全、温馨的氛围中相互学习的大好机会。
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在全球视野课程中探索物种主义与动物伦理
作者:Ms. Melissa,2024年9月.
作为本学期全球视野课程的一部分,人类与其他物种研究的重点是非人类动物以及物种歧视这一概念。学生们深入探究了有关动物对待方式的伦理考量,并研究了物种歧视(基于物种的歧视)如何影响单个动物以及更广泛的环境政策。
虽然7 - 11年级的所有学生都在课程学习中探究了人类与其他物种这一主题,以培养批判性思维和全球意识,但课程会根据各年级的水平和能力进行分层教学。
七年级:学生们首先学习进化理论、基本的物种分类以及人类的独特特征。他们参与讨论、展示以及分类活动,从而积累基础知识并提高认知。在开始个人项目以巩固该主题知识之前,他们目前即将完成第一个小组迷你项目。
八年级:重点转向进化、伦理考量以及虐待动物问题。关于进化与宗教的第一轮书面报告已高质量提交,阅读学生们的个人观点和见解非常有趣。学生们目前正在参与有关伦理考量和动物福利的小组研究项目,并希望就该主题举办一个展览。
九年级:学生们深入研究进化,探索不同物种如何随时间演变,同时更深入地审视伦理考量以及我们如何改进各国对待动物的方式。目前,九年级学生正在进行有关濒危物种捕猎和物种歧视的小组研究项目。分组进行研究项目有助于培养协作能力以及对该主题不同观点的更深入理解。
十年级和十一年级:学生们已经完成了第一轮个人报告和展示,重点强调了从工业化养殖方式到濒危物种面临的保护挑战等各种形式的物种歧视。学生们对这个话题的参与度非常高,即将开始团队项目。到目前为止,他们的研究涵盖了广泛的问题,从森林砍伐对物种多样性的影响到传统知识在保护中的作用。他们探究了不同文化如何与野生动物互动并对其进行保护,并将继续展示有关全球保护挑战和解决方案的案例研究。这种积极的参与以及他们富有洞察力的贡献反映出他们日益增长的意识,以及在全球范围内解决人类与其他物种之间复杂互动关系的决心。
本学期,人类与其他物种研究的重点是放在非人类动物和物种歧视概念上。学生们深入探讨了动物待遇相关的伦理考量,并研究了物种歧视(基于物种的歧视)如何影响单个动物和更广泛的环境政策。他们的展示强调了从工业化养殖方式到濒危物种面临的保护挑战等各种形式的物种歧视。通过探讨这些话题,学生们对动物权利、合乎伦理的对待方式以及倡导对所有生物采取更包容态度的重要性有了细致入微的理解。他们的学习成果突显了他们对这些关键问题的投入,以及将伦理考量与生物多样性和保护的全球视野相联系的能力。
对中学生进行人类与其他物种相关知识的教学,对于培养他们对生物多样性、生态学以及我们在自然界中的地位的深刻理解至关重要。这个学科可以从多个角度进行教学,包括生物学、环境科学和伦理学。
从生物学角度来看,学生可以探索人类与其他物种之间的进化关系,研究解剖学、遗传学和行为方面的异同。这可能涉及到对比人类基因组与其他动物的基因组,或者探究不同物种如何适应其环境。
从生态学角度来看,重点可以转向生态系统以及各种物种在其中所扮演的角色。课程可以涵盖食物网、栖息地破坏和保护工作,帮助学生认识到所有生命形式之间的相互联系以及人类活动对其他物种的影响。
从伦理学角度来看,可以讨论我们对动物和环境的责任。学生可以就动物权利、保护政策和可持续性实践等问题进行辩论,从而在日常生活中增进同理心和伦理考量。
开展实践活动,如实地考察、实验室实验和基于项目的学习,可以让这些话题更具吸引力。通过了解我们与其他物种的共同特征和差异,学生能对自己在世界中的角色以及保护生物多样性的重要性有更广阔的视角。
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了解更多课程详情和英伦活动信息,请随时联系我们。我们期待与您共同见证孩子们的成长历程!
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