Page 27 - 維多利亞教育機構55周年紀念特刊

Building upon our playgroup and pre-nursery programmes, our nurseries and kindergartens support the children’s learning journey by adopting
the IB Primary Years Programme (PYP). To further enhance the effects of the PYP, we have incorporated two additional programmes from the
USA: Maker-Centered learning (MCL) with Project Zero at the Harvard Graduate School of Education and the Teachers College Reading and
Writing Project (TCRWP) from Columbia University. See Table 2 for the key objectives and their relationships with the three action verbs (learn,
love and share).

我們的幼兒園及幼稚園課程延續了親子遊戲班和小組班的課程重點，並採用了 IB 國際文憑組織（小學項目）課程 (PYP) 來啟發幼兒的探究式學習。
為進一步提升幼兒的學習效能，我們還從美國引入了兩項課程：哈佛大學教育研究院 Project Zero 團隊的「創客教育」課程（MCL）和哥倫比亞大
學教師學院讀寫計劃（TCRWP)，以促進幼兒的全人發展（表二顯示幼兒園及幼稚園課程目標與學習、關愛和分享之關係）。

Table 2. The key objectives and their relationships with the three action verbs (learn, love and share) in the kindergarten programme
表二：幼稚園課程目標與學習、關愛和分享之關係

Action verb Curriculum Objectives Particulars
行動 課程 目標 重點

Learn PYP We can inquire To develop academic knowledge and important personal attributes through
學習 我們會探索 transdisciplinary inquiry-based activities
透過 6 個超學科主題及相關的學習活動，發展幼兒的學術知識和培育重要的態度。

Love MCL We think, we feel, we To innovate and generate solutions that have taken the needs and perspectives
關愛 care of other people into account using child-friendly thinking routines
認識、愛惜、珍惜 運用以幼兒為中心的思考模式，鼓勵他們以不同角度去深入探討問題，並以創新
的思考模式來解決各種問題。

Share TCRWP We can read and write To acquire important language and literacy skills that empower children to
分享 我們會閱讀和書寫 exchange their thoughts and beliefs confidently and effectively during their
inquiry-based activities
在探究活動中，幼兒會習得重要的閱讀和書寫策略，讓他們能自信地及有效地與
人交流自己的信念和想法。

The implementation of the PYP, MCL and TCRWP is In the following pages, we are going to showcase how we empower the next
integrated using meaningful inquiry activities. Also, in the generation of children to learn, love and share using concrete examples. Pages
objectives, the pronoun “we” is used compared to the use 18 – 73 feature how children from each of our seven IB World Schools have
of “I” in the playgroup and pre-nursery setting because in taken action to bring a positive impact on the world by inquiring into the water
the kindergarten years, it is important to encourage young crisis. Children from three campuses (Belcher, Harbour Heights and Lower
children to learn through collaborative partnerships and Kornhill) focused on how to deal with water pollution, whereas the remaining
to value the strengths and uniqueness of other individuals. four campuses (Harbour Green, Homantin, Middle Kornhill and South Horizons)
focused on how to address the water shortage issue around the world. Pages 74 –
在我們的幼兒園及幼稚園課程裏，PYP、 MCL 和 TCRWP 79 show how children from Upper Kornhill shared what they had learnt and how
這三項課程並不是切割式地進行，而是有意義地透過不同 much they love their parents and caregivers through their “Learning Journey”.
的探究活動來開展和實踐。此外，相對於親子遊戲班和小
組班的學習目標，由於這個年齡層的幼兒需要更多的共同 接下來的篇幅（第 18 至 73 頁）會以探究水危機問題為例，闡述我們七所 IB 世界
學習和體現合作精神的機會，因此，課程目標以「我們」 學校如何鼓勵幼兒將想法實踐，以展示他們在學習、關愛和分享三方面的學習成果；
來代替「我」，目標是鼓勵幼兒更投入於群體生活，以及 當中，寶翠、海峰園和下康校舍專注於水污染的問題，而君匯港、何文田、中康和
了解彼此之間的優點和獨特性。 海怡校舍的幼兒則會集中探討全球水資源短缺的問題。上康校舍（第 74 至 79 頁）
則會以「學習歷程展示日」為例子來展現親子遊戲班裏的幼兒如何跟「至愛」（家
長和照顧者）分享學習成果。

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