在金生，IB课程每一个超学科探究单元的结束，似乎都是一场筹谋已久的庆典。长达两个月的探究历程，孩子们一起经历着选择、行动与反思的螺旋上升。最后，他们用自己****的方式，分享思考和收获，外化表达学习成果。金生学习者社区每一位成员积极参与，成为这场学习效能庆祝的见证者。

At King’s Kindergarten, the conclusion of every transdisciplinary inquiry unit under the IB curriculum is always a well-planned celebration. Over the two-month-long inquiry journey, children experience the spiral progress of making choices, taking actions and reflecting. In the end, they share their thoughts and gains and externalise learning outcomes in their own unique ways. Every member of the King’s learning community takes an active part in witnessing this grand celebration of effective learning.

“你可以扫一下这个二维码。”Quentin向一旁的伙伴介绍完，又转身指引对面的爸爸妈妈。

这张二维码背后，是K3-C班孩子自己录制的视频——深圳的智能回收车。桌上铺开的地图上，标满了福田区前沿科技的地理分布点：无人机配送站、无人驾驶测试路段、智能垃圾分类箱……这都是孩子们实地调查的成果。

“科技”这一概念在他们眼中变得可触可感。一旁的指纹密码锁前，摆放着指纹材料包。孩子们可以用工具清晰地印刻出自己的指纹；如果想挑战一下，还可以坐下来，听小讲解员一步步教你如何录入指纹、设定密码。“先按这里，再把手指放上去，这样就好了。”K3-A的孩子则当起了小老师，教另一个班的小伙伴用编程软件制作动画。

甚至，你还可以在游戏中化身福尔摩斯侦探——用高科技手段侦查蛛丝马迹，在英文线索中抽丝剥茧，破获一桩“案件”。

他们在真实场景中主导，利用好奇心收集着关于科技发展的凭证，创造性思考其运用，并通过自己的思考教会他人，从而获得学习效果的强化。在这里，英文成为探究的工具和构造沉浸式环境的元素，不再是单纯的语言习得。

“You can scan this QR code.” Quentin introduced it to his peers and then guided his parents.

Behind the QR code lies a self-recorded video made by children from K3-C, featuring intelligent waste collection vehicles in Shenzhen. Maps spread on the desk are marked with locations of cutting-edge tech facilities in Futian District, including drone delivery stations, driverless vehicle test roads and smart waste sorting bins are all results of children’s field investigations.

The concept of science and technology becomes tangible to them. Fingerprint material kits are placed beside fingerprint password locks, allowing kids to make clear fingerprint imprints with tools. For more challenges, young instructors patiently teach peers how to input fingerprints and set passwords step by step.

Children from K3-A act as little teachers, guiding peers to create animations via programming software.

Kids can even role-play as detectives, finding clues with high-tech tools and solving cases through English hints.

Taking the lead in real-life scenarios, children gather evidence of technological development out of curiosity, think creatively about practical applications, and consolidate learning by teaching others. Here, English serves as a tool for inquiry and a medium to build immersive learning environments, rather than merely a language subject to learn.

K2的超学科探究主题是《故事》。对他们来说，故事除了聆听和朗读，也可以是讲述、表演与创造等多种表达方式。

皮影幕布后，稚嫩的小手举起道具，为爸爸妈妈来了一出现编现演的皮影戏；故事盒子里装着自己创作的迷你场景，讲述一条鲨鱼的冒险；舞台中央，孩子们协作演出了一场自编自导的全英文舞台剧。

还有的孩子用卡片小人摆出一个个画面，用Ipad定格，拉着爸爸的手，一起创编故事：“然后呢？小兔子会去哪里？”

故事似乎天生适合孩子。故事的要素为他们的想象力提供支架，他们在探究中是自驱力十足的学习者，以无限丰富的形式演绎各种各样天马行空的故事。

The transdisciplinary inquiry theme for K2 children is Stories. For them, stories are far more than listening and reading but it can also be expressed through narration, performance, creation and many diverse forms.

Behind the shadow puppet screen, little hands hold props to perform self-written shadow plays for parents. Mini scene dioramas inside story boxes tell adventurous tales of sharks. Kids collaborate to stage original full-English stage plays on the central stage.

Some children arrange character cards frame by frame, record scenes with iPads and create stories hand in hand with their parents.

Stories resonate naturally with young children as story elements scaffold their imagination. Driven by strong self-motivation, young learners interpret imaginative stories in countless vivid ways during inquiries.

K1的孩子们暂时还不太像K3的哥哥姐姐那样，能自信地主导一场知识发布会；也不像K2那样，能流畅地讲述一个完整的故事。能够帮助他们更好地表达在超学科主题当中的收获的，是他们日常生活中喜闻乐见的游戏——没错，游戏是学龄前儿童表达自我的最重要的方式。

于是，“旅行游戏”就成了**的邀请。

孩子们变身小小旅行家：出发前，自己整理行李箱，一件件检查衣服、水杯、证件，这个过程涉及对大小、多少、形状、空间等数学概念的学习；到达“景点”后，他们当起伴手礼小卖家，用稚嫩的声音吆喝：“你要买一个贝壳吗？这是我们在海边捡的！”

还有的孩子拉着爸爸妈妈，分享自己探究中最珍贵的经历——带着金宝去“旅行”。照片、手工、涂鸦，都成了他们表达的素材。

“旅行”源自他们真实的生活经验，也是他们开启IB课程探索的**起点。孩子们发挥主动性、好奇心，成为热情主动的学习者。

Young children in K1 are not yet able to host knowledge sharing sessions as confidently as senior K3 pupils, nor are they able to tell complete stories fluently like the K2 class. Games which is their favourite daily pastime, become the ideal way for them to present what they have learned in transdisciplinary inquiries.

Thus, the themed Travel Game kicks off.

Kids transform into little travelers. Before departure, they pack suitcases independently and check daily supplies, naturally learning mathematical concepts including size, quantity, shape and space. Upon arriving at scenic spots, they work as souvenir vendors and sell handmade crafts warmly.

Many kids share their precious inquiry experiences with parents by taking their campus mascots on virtual trips, expressing feelings via photos, handcrafts and doodles.

Rooted in real life experiences, travel-themed exploration acts as the perfect starting point for young kids to engage in IB learning, inspiring them to become both proactive and curious learners.

PN和金宝班的孩子，把结题活动变成了一个大型的游乐场。

这里没有“观众”和“表演者”的界限。他们尽情扮演各种角色：超市收银员、消防员、牙医、快递员、小厨师……场景高度模拟真实：有收银台、有救火现场、有牙疼的小病人，有满是货物和纸的快递站。

孩子们在角色中展现着自己的技能、兴趣和情感倾向。有的孩子正在认真给“病人”清理蛀牙，有的孩子正在仔细地把快递箱里的“货物”密封好，有的孩子紧紧拉着爸爸妈妈的手，要给他们做一份好吃的“披萨”。

这就是低龄段孩子的表达方式——用全感官去学习，用兴趣与热情去庆祝进步与收获。

Children from PN and King’s Smart Baby Classes turn the unit conclusion activity into a lively amusement park.

There is no clear boundary between performers and audience. Kids freely take on various social roles: supermarket cashiers, firefighters, dentists, couriers and also young chefs. Highly simulated real-life settings cover checkout counters, fire rescue sites, dental clinics and parcel stations.

Children are able to display their practical skills, personal interests and inner emotions through role-playing. Some carefully treat simulated toothaches, some sort and pack parcels earnestly, while others prepare handmade pizza for their parents.

This is the most suitable learning expression for young kids, learning with all senses and celebrating growth and progress with passion.

IB课程倡导儿童在真实的情境中开展富有意义的学习。在金生，各个年级的孩子们用自己最擅长的方式与他人分享学习的所思所得，发展批判性思维、研究能力，积极沟通与行动，而整个学习者社区，都在为他们的学习效能鼓掌～