BV newsletter-2015(AutumnAndWinter)

維多利亞 ( 寶翠園 ) 幼稚園 

Victoria (Belcher) Kindergarten 

陳章瑛之作品 

By Chan Cheung Ying Anne 

2015 AUTUMN & WINTER 

目錄 INDEX 

3 

技能 Skills 

行動 Action 

知識 Knowledge 

態度 Attitudes 

概念 Concepts 

學習者培養目標 

Learner Profile 

香港卑路乍街 8 號西寶城三樓 ( 幼稚園 ) 

Portion of Level 3 (Kindergarten Area) The Westwood, 8 Belcher's Street, Hong Kong Tel: (852) 2542 7001 Fax: (852) 2542 7006 

www.victoria.edu.hk

Chief Principal’s Message – Dr Maggie Koong 

I wish to begin this newsletter with a big congratulations to all students and teachers at Belcher campus for their 

recent IB Learning Exhibition. I was truly impressed by the meticulous preparation and presentations exhibited 

by the students and teachers. The event was a great opportunity to welcome parents and guests into the school 

community to experience the learning that happens in our classrooms. 

As one of our first authorized 

IB World Schools, Belcher truly 

demonstrates the art of inquirybased 

learning and I was able 

to witness the in depth inquiry 

undertaken by our students. The 

students engaged in explorative, 

challenging, and meaningful 

activities, which allowed them 

to gain a greater knowledge 

and interest in the world around 

them. I was surprised to see the 

wealth of knowledge presented, 

such as the detailed accounts 

of the different countries. It was 

very interesting to read about the 

customs, food, languages, and 

famous people of Iceland and Japan! It was also wonderful to see the children using a variety of media and art 

forms to present their inquiry learning. The K3’s studied about artists from around the world, such as Vincent van 

Gogh and Claude Monet, and they were able to recreate their own art pieces using a variety of styles. I am so 

proud of the students for their ability to showcase their learning in so many ways! 

Over the past few years, our organisation has implemented the inquiry based learning curriculum along with 

an emphasis on literacy development. By interweaving the Teacher’s College Reading and Writing literacy 

programme with our IB curriculum, we are building on student’s knowledge in language use and encouraging 

them to become more capable and confident language users. During the exhibition, the children were able 

to document their knowledge in writing, and the full day K2 class demonstrated different reading strategies. 

With this literacy growth, the students are now able to conduct their own research and inquiry to facilitate their 

learning. 

As Prof. Stephen Krashen, a well-respected Linguistics and Educator who recently visited Hong Kong, suggested, 

bilingual learning requires adequate input and exposure. Our teachers and schools will be cooperating by 

implementing more language based teaching methods into the classroom and provide the children with a rich 

language environment and condition for literacy acquisition. 

We hope that with high language proficiency and a global perspective, our students will grow into international 

citizens who are able to explore the world and global community. 

2 

Victoria (Belcher) Kindergarten

技能 SKILLS 

Skills are the fundamental element in life, they underpin all other areas. That is why I am constantly 

encouraging children to do things for themselves, changing shoes, doing up buttons, dressing themselves are all 

independence skills and support motor control and build confidence. 

How do you feel when you finally manage to do something you have been trying to master? Just the same as 

your child - a huge sense of pride in your achievement and a notch up in self confidence. 

Social skills are another key in early years education, learning how to listen, engage with others, respond when 

spoken to, to share, take responsibility for our actions and resources. Without these basic skills, how would you 

function at work? 

These skills are all part of the IB curriculum, and as the children progress through the kindergarten, they build 

on these basic skills; going from gaining understanding – comprehension, to analysing one’s own and others’ 

thinking – metacognition; from formulating questions – inquiry, to analyzing and drawing conclusions from data 

– interpreting data. 

Please support your child by supporting them in gaining skills to become an independent life-long learner. 

Maggie Bacon 

English Head Teacher 

Literacy Coach 

These girls are using their selfmanagement 

skills to put on their socks 

and shoes after a foot-drawing activity. 

Andrea and Momo 

are using their thinking 

skills to comprehend 

new information they 

gain from doing 

partner reading. They 

discuss and share 

opinions with each 

other to broaden their 

understanding and perspective of different topics. 

Ivanna, Lucas, and Jayden are using their 

communication skills during literacy hour. 

Ivanna is expressing her ideas clearly by 

speaking while Lucas and Jayden actively 

listen to her summer holiday story. 

Aiden is demonstrating his pencil-handling 

skills during Writer’s Workshop. 

維多利亞 ( 寶翠園 ) 幼稚園 3

The K3 students are using their social 

skills when trying to untangle themselves 

in the game Human Knot. 

Wyatt (K3) and Lincoln 

(K2) are sharing 

and respecting each 

other’s writing. They 

are celebrating and 

appreciating each 

other’s love and 

achievement in writing. 

技能 

為了開展有目的的探究 , 同時為學生成為終身的學習者做好準 

備 , 探究式學習強調學生需要掌握一整套的各種技能。這些技能 

包括與所有學科相關的技能 , 還包括了超越所有學科的技能 , 學 

生需要這些技能充分支持他們應對複雜的生活。 

在探究式學習的自始至終 , 學生將學習得並應用一整套的超學科 

技能 , 包括 : 社交技能、溝通技能、思考技能、研究技能以及自 

我管理技能。這些技能不僅對探究單元有價值 , 對課堂外的各種 

教學與學習的活動以及校外的生活也都非常有價值。 

王楚寧老師 

幼兒班幼兒在學習「我們是誰」的超學科 

主題時 , 通過角色扮演的遊戲來認識我們 

的身體。幼兒在活動中扮演醫生及護士 , 

共同合作來進行遊戲 , 他們從中習得了基 

本的社交技能 , 例如尊重他人及互相合作。 

茶點時段 , 幼兒懂得排隊洗手以及輪候拿取 

食物 , 這反映了他們都能遵守課室的規則。 

在自選活動時 

段 , 幼兒一起 

閱讀書籍以獲 

取信息 , 她們 

更會討論故事 

中的人物和情 

節 , 這展現了 

基本的溝通技 

能。 

4 


行動 ACTION 

「展示及探究日」 

「展示及探究日」於 1 月下旬順 

利完成 , 我們一起慶祝高班的學 

習旅程 , 幼兒將跨學科主題 -「我 

們身處甚麼時空」舉行一個展覽 , 

展示及匯報他們當中的過程及成 

果 , 幼兒以不同的表達形式來展 

示他們對香港與世界各地的相同 

及相異之處 , 向嘉賓、家長等介 

紹展覽的內容 , 以行動將他們所 

知所學的與別人分享。 

Exhibition Day 

Exhibition Day was held at the 

end of January, we celebrated 

the K3’s learning journey. Upper 

class children invited parents 

to join their Exhibition “Where 

we are in time and place”. 

They chose a different format to 

display and present what they 

had learnt, they presented their 

knowledge and understanding 

of how Hong Kong is similar 

and different to other countries 

around the world to guests and 

parents, they were eager to 

share with others. 

高班學生代表到香港濕地公園參加第九屆「濕地劇場說故事比賽」, 幼 

兒以故事「玩轉濕地好朋友」帶出人類已逐漸破壞濕地的環境 , 珍貴的 

資源越見稀有 , 希望彼此反思人類與環境的關係。比賽中 , 他們除了帶 

出重要的訊息外 , 更顯見他們的自信、勇氣、投入及互相欣賞的態度 , 

最後他們更榮獲 

亞軍殊榮。 


專業分享與交流 

每年度機構也鼓勵老師到海外作專業培訓 , 讓她們能持續地進修、培養老師的國際情懷以及促進她們不斷反思和提 

昇專業技能。本園在 2015-2016 年度上學期 , 老師曾到美國、星加坡、中國等地參加工作坊、教育研討會等 , 與當 

地進行專業交流 , 從中獲得豐富的專業知識。 

Professional Sharing 

VEO Organisation encourages teachers to participate in overseas professional training, nurturing teachers’ 

global insight and enhancing teachers’ ability and reflectiveness. In the academic year 2015-2016, our 

teachers went to USA, Singapore and China, to attended workshops, teaching seminars and conferences, to 

gain some new ideas and perspectives from different countries, and other IB teachers from around the world. 

Columbia University Reading and Writing Project 

Along with four other English Head teachers, I was very lucky to have the 

opportunity, in August, to attend Columbia University in New York to learn how 

the Writers Workshop runs in the Teacher College Reading and Writing Project 

method of teaching. I love how it is so thorough, giving all areas of the writing 

process equal importance; structure, development and Language conventions. 

It has been a pleasure working with the English and Chinese team to implement 

some elements of the project in school this year and see the pleasure, growth and 

confidence of the children as well as the growth in the teachers. A win, win project 

I would say. I look forward to its further development over the coming years. 

Maggie Bacon 

English Head Teacher 

幼兒戲劇魔法師訓工作坊體會 

12 月中旬 , 我們參加了由台灣資深的兒童創意戲劇大師 

王立安領銜主持為期三天的戲劇魔法師訓工作坊。此工 

作坊旨在培養創意戲劇種子教師 , 指導老師們如何用開 

放的教學方式 , 啟發孩子們充分感受與思考 , 借助肢體、 

材料 , 在多元的環境中 , 與藝術、音樂、文學的美麗邂 

逅 , 自由表達對世界的認識與理解。在三天的培訓學習 

當中 , 我們透過肢體大開放的創意戲劇遊戲 , 快速進入 

了戲劇的世界。老師們從日常生活及繪本中取材 , 加入 

想象與 

狂想元 

素 , 結 

合創造力戲劇肢體的表演形式 , 創造了充滿驚喜改編自童話故事和兒 

童繪本故事的短劇《白雪公主與七個小矮人》以及《遲到大王》。通 

過這次難忘的學習體驗 , 學習並且了解透過兒童創意戲劇 , 如何提昇 

兒童發展想象力、創造力、自信心、表演力、與他人的協作能力以及 

分析問題解決問題的能力等 , 讓孩子創作與完成充滿情境與戲劇張力 

的創意戲劇表演。 

陳淑娉老師傅立老師 

6 


親子同樂 

「愛心親子運動會」及「親子旅行」讓幼兒與家長能夠共同體驗做運動的樂趣、積極投入認識周邊大自然的事物 , 

更能夠增進了親子關係 , 好好一起遊覽大自然的景色。 

Parent-Child Enjoyment 

Children enjoyed the fun of exercise, and exploring nature with their parents at the 50th Golden Jubilee 

Anniversary Love and Fun Sports Day and Picnic. It was lovely to see the relationships between children and 

parents, appreciating being outside in the natural environment. 

「愛心親子運動會」 

「愛心親子運動會」於 11 月 22 日在 

小西灣運動場舉辦 , 當天高班幼兒參與 

了當中的升旗禮、儀仗隊及啦啦隊 , 而 

各級亦有不同的表演。運動會當天幼兒 

與家長興高采烈地參加各類親子運動遊 

戲 , 共同體驗做運動的樂趣。 

Love and Fun Sports Day 

Love and Fun Sports Day was held 

on 22nd November at Siu Sai 

Wan Sports Ground. On that day, 

K3 children were involved in flag 

raising, the honour guard and cheer 

leading and K1-K3 

performances. Child 

and parents were 

excited to participate 

in different games, 

enjoying the experience 

of sports day. 

親子旅行 

小組及幼兒班的親子旅行於錦田鄉村俱樂部舉 

行。他們與班中幼兒玩集體遊戲 , 一起遊覽大自 

然的景色 , 認識周邊的事物 , 更能夠增進了親子 

關係。 

Parent-Child Picnics 

Pre-nursery and Nursery Class went to Kam 

Tin Country Club, they enjoyed the picnic and 

exploring the natural environment, playing with 

their friends and family. 


而低班和高班的幼兒則分別前往深水灣沙灘作海灘歷奇及香港仔郊野公園健身徑 ( 上水塘段 ) 作野外定向 , 他們憑著 

觀察、閱讀及思考能力解決問題 , 同樣以積極和好學的態度來認識周邊的事物。 

Lower class went to Deep Water Bay Beach and Upper class went to Aberdeen Country Park Fitness Trail 

(Upper Reservoir) for orienteering. 

The purpose was to encourage 

parents and children to participate 

together engaging with the 

environment; making observations, 

reading information plaques, testing 

their fitness, learning and having 

fun, whilst answering the activity 

booklet. 

社區學習 

社區學習是一種以行動實踐學習的方式 , 更能擴闊幼兒的學習視野 , 過程中使幼兒能觀察及探索一些熟悉及新鮮的 

事物從而建構其新的知識 , 因此我們致力替幼兒營造不同的社區學習機會。 

Learning Community 

A learning community is action learning together. Children learn from each other, broadening their horizons, 

observing and exploring new and familiar things, processing these shared experiences and constructing new 

knowledge. We are committed to constructing a diverse community of learning opportunities. 

呂淑君主任 / 國際文憑 ( 小學項目 ) 協調員 

Sharon Lui, Chinese Head Teacher/PYP Coordinator 

幼兒班 Nursery Class 

動植物公園 

藉此提高幼兒對動植物的認識 , 並學習欣賞及重視不同的動植物。 

Hong Kong Zoological and Botanical Garden 

This field trip provided opportunities for the children to find out more about animals and plants.; enabling them 

to foster an understanding and appreciation of all living things. 

8 


低班 Lower Class 

陽光笑容小樂園 

低班學生參觀衛生署口腔健康教育組之「陽光笑容小樂園」, 透過一些扮演遊戲活動 

加強幼兒對護齒的認識及從小養成保護牙齒健康的習慣。 

Brighter Smiles Playland 

K2 children visited Brighter Smiles 

Playland. A variety of interactive games 

helped children to become aware of the 

importance of brushing their teeth and 

general oral hygiene. 

高班 Upper Class 

九龍寨城公園 

高班幼兒親身接觸香港近代歷史其中一個最重要的遺蹟 - 九龍寨城公園 , 初步認識到香港的文化及歷史 , 更可欣 

賞到公園中古色古香的建築物、歷史遺跡等 , 令幼兒對自己的社會文化、當中的轉變有更深的認識。 

Kowloon Walled City Park 

K3 children had the opportunity to go back in time at Kowloon Walled City Park and experience a little of 

what life in this haven of crime and debauchery was like. They were fascinated by the old buildings and 

how life was for those that lived and worked in them. They now have a real appreciation of how life in Hong 

Kong has changed. 

行動是推行國際文憑課程的重要元素 , 行動的作用是希望幼兒進行反 

思、選擇和行動。而行動可以是幼兒自發的或是由老師提供機會。 

行動建基於一連串充實的學習歷程 , 並在已有知識上建構新知識 , 從 

而引導幼兒進行明確和有意義的學習體驗 , 最後透過行動展現出來。 

陳慧姿老師 

小組班幼兒於「從頭動到腳」的單元中 , 

幼兒能運用身體各部位做出不同的動作 , 

幼兒觀察同伴的動作後 , 嘗試把同伴的動 

作利用繪畫的形式記錄下來。 

小組班幼兒於「從頭動到 

腳」的單元中 , 認識臉部 

器官的名稱及位置後 , 把 

臉部器官的圖片拼貼在紙 

碟上製作臉譜。 


知識 KNOWLEDGE 

Knowledge is one of the essential elements of the PYP curriculum. Knowledge transcends subject areas and 

boundaries and helps to keep the curriculum engaging, challenging and significant. 

Children gain knowledge by spending time exploring and engaging in the world around them. It is not just 

simply by memorising information but through hands on inquiry experiences, and reflecting on their findings. 

We aim to guide our children as they explore and help them gain new knowledge in all areas. 

Sebastian is constructing his knowledge of the role of bones in our 

body. He understands that bones are hidden in our body, and they play 

a fundamental role in keeping us up and 

giving us the body structure and shape 

that we have. Moreover, this knowledge 

can be extended to promote further 

thinking such as: what other living things 

also have bone? Do all humans have the 

same number of bones? 

The children in K1 are using their senses to build their knowledge of 

how flour feels. This is linked to building a deeper understanding of 

the mid-autumn festival of lights and 

how mooncakes are a part of how we 

celebrate this festival in Hong Kong. 

They might also have made links to 

their knowledge of how lights are also 

used and latkas are eaten with family 

members celebrating Hanukah. 

Ms Penelope 

These K2 students demonstrated 

their knowledge about how to 

care for teeth during a visit to 

Brighter Smiles. 

In the unit “Where We Are in Place and Time”, the students observed 

and sketched an observational 

drawing of the Hong Kong skyline 

to build onto their prior knowledge 

of their hometown, Hong Kong. 

Through this hands-on experience, 

they constructed new knowledge 

about how Hong Kong is unique 

and different from other places. 

Knowledge is constructed through 

exploration and experiences. 

These K3 students are gaining 

knowledge about sea creatures 

and numbers through a handson 

centre with slime. Look how 

much fun they are having! 

The K1 children are 

applying and sharing 

their knowledge of 

numbers in the number 

centre. 

These K2 students are 

gaining knowledge 

in a new sport – 

fencing! They learn 

the objectives, rules, 

and sportsmanship of 

this traditional sport. 

10 


如何學習新知識 

在課堂學習的過程中 , 幼兒是一個積極的探究者 , 

教師的作用是要提供幼兒一個能夠獨立探究的情 

境 , 而不是提供現成的知識。幼兒學習不同學科 

知識的時候 , 我們不必在他們的腦袋中建造一座 

小型圖書館 , 而是要讓幼兒學習自己去思考 , 參 

與知識獲得的過程。 

事實上 ,「認識」是一個過程 , 而不是一種「產 

品」, 學習的主要目的不是要記住教師和書本上 

所講的內容 , 而是要讓幼兒參與建立該學科知識 

的過程。教育學家布魯納亦強調「學生不是被動 

的、消極的知識接受者 , 而是主動的、積極的知 

識探究者。」 

透過本校的「國際文憑課程」(「幼小課程」), 

教師從不同的探索活動中提供幼兒真實的體驗機 

會 , 特別是鼓勵幼兒自行從書中找出答案 , 並從 

中支持及培養幼兒發展探索、社交、思考、溝通 

和自我管理等不同的技能 , 讓幼兒在活動的過程 

中 , 主動學習更多不同的新知識。 

紀建茵 

圖書館老師 

Children are active enquirers. Teachers are not providers 

of “ready-made” knowledge. On the contrary, they need 

to help children to acquire knowledge independently in 

different learning processes. There is no need to construct 

a mini library in a child’s brain. Instead, the teacher helps 

to facilitate children’s learning by providing an environment 

for them to think independently. 

In fact, “getting to know” is a process, not a product. The 

main purpose of learning is not to let children remember 

what the teachers say in the lessons or the subject 

knowledge mentioned in the textbook. Therefore, learning is 

a process for children to acquire knowledge in the learning 

process. Educator Bruner says “Students are not passive 

recipients of knowledge, but active, positive knowledge 

inquirers”. 

Through the IB curriculum, teachers provide opportunities for 

children to experience in the inquiry learning centres, library 

encouraging children to find answers from their inquiry and 

books. Thus teachers give support to children to help them 

to develop inquiry, social, thinking, communication and 

self-management skills so that they can participate actively 

in their learning process. 

Caroline KEE, Teacher Librarian 


態度 ATTITUDES 

In the PYP curriculum, attitudes ask the question: what do we want students to feel, value, and demonstrate? To 

create global citizens, the PYP focuses on developing attitudes towards people, the environment, and learning. 

There are twelve main attitudes chosen to encourage our students to display: appreciation, commitment, 

confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect, and 

tolerance. These attitudes contribute to the well-being of both the individual and the group; therefore, PYP is a 

values-based curriculum. Teachers at Belcher’s Victoria Kindergarten believe in these attitudes and strive to model 

them every day for their students. 

Ms Erin 

The K2A1pm 

class learned a 

new maths game 

called “Diamonds 

and Rubies.” In the 

game, they had to 

cooperate to take 

turns and play fairly. 

The K3 students are cooperating to 

build a tower using marshmallows and 

spaghetti. 

Lisa and Sophie 

d e m o n s t r a t e 

independence when 

reading books during 

reading workshop. They 

apply reading strategies 

acquired previously to 

help themselves read 

independently without 

the teacher. 

Liam and Gabby show commitment in 

learning to play a new instrument. They 

practise playing the ukulele together 

once a week and they are committed to 

never give up learning! 

Cheryl and Eliana 

in K1A2 are 

demonstrating 

cooperation by 

working together 

on the class’ human 

body diagram. 

Zevida demonstrates confidence when 

presenting in front of her classmates. 

12 


多元化的活動能夠培養學習者的良好「態度」 

幼小項目中培養幼兒的十二種態度 , 越早的態度培養越為重要 , 且收效亦大。學校不同角落的設置及透過不同種類 

的活動 , 培養幼兒不同「態度」, 環境刺激幼兒的思維 , 讓幼兒和環境起交互作用 , 能夠在適切的環境及活動中學習 , 

以達致學習的效果。 

在設計活動時 , 教師會留意活動的學習目標及關顧幼兒發展 , 讓幼兒在豐富及具學習意義的環境下 , 能夠有自信地 

參與不同活動 , 表現出對學習的熱誠與投入。 

在不同的社區學習活動 , 讓幼兒學習對人與社區的尊重 , 加深他們對課題的理解 , 以及明白個人與社區的關係 , 在 

已有知識下建構新知識 , 為幼兒在學習旅程上奠下良好的學習基礎。 

The twelve attitudes of the PYP are easily developed early on in the child’s life. A range of resources and 

engagements encourage children to display the range of attitudes. The environment is a silent teacher in 

this process, offering vast opportunities when interacting with it to explore, cooperate, show curiosity, be 

independent and build confidence. 

Teachers plan not only the environment in the school but also plan for outings, constantly keeping in mind the 

learning intentions and ensuring that the environment or outing venue support this along with the attitudes that 

shape us into life-long learners and world citizens. 

高志敏主任 

從欣賞學習尊重個別差異 

透過一系列探索身體機能的活 

動 , 幼兒班認識不同身體的部分 

各有不同的功用 , 不但讓幼兒學 

習欣賞自己的獨特性 , 同時也在 

體會每個人的個別差異 , 培養幼 

兒欣賞和尊重別人的態度。 

從欣賞學習尊重生命 

小組幼兒在「我們要去捉狗熊」的學習單元中 , 

透過尋找狗熊的歷險旅程探索大自然不同的事 

物 , 以親身的經驗感受及欣賞大自然的奧妙 , 從 

而學習尊重及珍惜生命。 


概念 CONCEPTS 

The PYP is committed to a concept-driven curriculum 

to support inquiry-based learning that cultivates 

the understanding of significant ideas. Instead of 

memorizing isolated facts, students use their prior 

knowledge together with their new experiences 

gained from exploration, to construct meaning for 

themselves, making the understanding of concepts 

much deeper. As a result, concepts are an essential 

element of the PYP. 

The eight focused concepts are: form, function, 

causation, change, connection, perspective, 

responsibility, and reflection, and others are drawn in 

as and when they are pertinent. 

Parents can ask specific questions to help children 

think more deeply into different concepts related to 

the transdisciplinary theme. 

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? 

These questions foster deep thinking and link to one 

another, which helps children acquire and understand 

vital concepts that then drive further learning. 

Miss Jacqueline 

K1A2 children observed the changes made to 

the potatoes when cooking latkes. They realized 

that the potatoes went from hard to soft, and they 

understood that changes made to the potatoes 

are irreversible. 

The PYP curriculum is based on teaching 

concepts rather than teaching facts. In Writer’s 

Workshop, the children learned that writers can 

add to their writing by stapling another page 

to their work. The children acquired the skill of 

using a stapler through exploring the concept 

of what it means to be an author. 

These K3 students are 

making connections 

between shapes and 

building in our city by 

sketching the Hong 

Kong skyline at the 

harbour. 

14 


The children from K1A1 are exploring 

the perspective of someone with vision 

impairment, how they perceive the world 

without sight. 

Wai Chi inquired into the 

concept of perspective by 

exploring the festival of Diwali. 

He understood the points of 

view of people who celebrated 

different festivals. He created 

a diva lamp for the festival of 

Diwali and appreciated the 

similarities and differences Diwali 

shared with other festivals of his 

culture. 

概念作為課程的核心概念 , 它支撐了學生課程內外所有的探究活動。概念還可以在學習的過程中建立不同學科之間 

的聯繫 , 以及學科與跨學科之間的聯繫。 

傅立老師 

形式是其中的一個概念 , 幼兒班的幼兒在「我們是誰」的單元活動中 , 透過談話、觀察、 

比較 , 使幼兒明白人與人之間的相似及不同之處。 

責任 - 高班單元『我們是誰』幼兒從不同的合作遊戲中 , 學習到 

個體在團體中所要承擔的責任。在與人交流、聆聽他人、幫助他 

人和表達自己後才能一起完成任務。 

而在單元的最後 , 為了讓幼兒透過行動去明白自己的責任。老師 

與幼兒一起討論制定了課室協議。從而幼兒為自己在課室中的行 

為擔當責任 , 成為一名有責任心的孩子。 


學習者培養目標 LEARNER PROFILE 

國際文憑 ( 幼小課程 ) 致力培養幼兒成為具有國際情懷的學習者 , 並為學習者定下十個培養目標 :『探究者』、『知 

識淵博的人』、『思考者』、『交流者』、『有原則的人』、『胸襟開闊的人』、『富有同情的人』、『敢於冒風 

險的人』、『反思者』和『全面發展的人』。學校是學習者聚集的小社區 , 以提供推動幼兒的好奇心 , 主動探究的 

國際化的學習者。 

方家敏老師 

反思者 : 幼兒正在比較海洋 

生物的體型哪個較大、哪個 

較細少。他們在課室選出不 

同的非標準量度長度 , 從而 

作出比較。 

交流者 : 

幼兒正學習彈奏夏威夷小吉他 , 嘗試運 

用語言以外來與別人溝通。 

思考者 : 幼兒完成量度後 , 已 

量度結果記錄下來 ,。他們需 

要就搜集得來的資料作出分 

析 , 才能找出「哪種海洋生物 

的體型較大 / 較少」的答案。 

如何成為一個探究者 ? 

幼兒班 

超學科主題 ..「我們是誰」 

中心思想 .. 每個人都是獨特的及我們身體 

每部份都有不同的功能 

重要概念 .. 功能 - 知道身體部份能夠做到 

不同的事 

馮彧 : 我聞到好香啊 ! 諾謙 : 用腳好難畫 ! 

幼兒透過不同的探究活動體驗身體各部份的功用及瞭解身體的結構 , 明白身體有不同的功能。活動中見到他們積極、 

主動、投入進行不同的探究活動 , 這探究精神能幫助他們獲得更多的知識。 

李榮君老師 

晉健 : 要幫個人著衫 

樂熙 .. 好酸啊 ! 為政 : 圓碌碌 , 係圓形。 

16

BV newsletter-2015(AutumnAndWinter)

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