MIS Early Years丨4岁娃读国际学校,是种怎样的体验?【曼校课堂系列】
2021-09-08 14:47:56



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The UK follows the Early Years Foundation Stage (EYFS) from birth to aged 5 in preparation for the English National Curriculum in Year 1 (5 years old)


MIS Early Years class for our youngest learners (4 years old) follow EYFS in preparation for that all important start to compulsory school at 5.



School at 4 years old includes lots of fun, smiles and of course learning new things such as reading, writing and phonics. 


Our MIS Early Years class is full of fun and smiles!  Learning has never been so productive.



International Primary Curriculum (IPC)

国际小学课程IPC


Early Years were very excited about their new IPC topic ‘Animals’. For their ‘Entry Point’, the children went on an animal scavenger hunt around school. They were ‘super explorers’ and found all the creatures that were hiding! The children then shared what they knew about animals and thought about what they wanted to learn about them during the topic. 


The children explored the story ‘Wild’ about a little girl who lives in the forest with her animal friends and her adventures in the city. The children did a picture dictation of the main character in the story ‘Wild’. They listened to a description for the little girl and then drew what they thought she looked like. 



Early Years explored the main character in the story ‘Wild’. The children talked about how she feels about leaving her forest home and animal friends. They used their knowledge of sounds to write describing words. Then the children wrote character descriptions. The children even used the joining word and to connect their ideas. 



The children also made text maps to help them remember some of the words our story ‘Wild’. The children even wrote their tricky words! They used their text maps and story actions to write about ‘Wild’. The children are great at representing sounds correctly and in sequence!



Early Years looked closely at similarities and differences in the settings of the story ‘Wild’, comparing living in the forest to living in the city, before making a Venn diagram and described what they saw.



Making story maps and using them helped to retell the story ‘Wild’. The children were great at using story language before working in groups to rewrite the story.


Using the iPads to search for more information about animals furthered their learning. Students were able to design a house and an outside area. They had to think carefully about the type of habitat each animal should live in and what they’d need to be safe and happy in their homes. 




Wellbeing

身心健康课


During wellbeing lessons, Early Years listened to ‘Be Brave Little Penguin.’ This story tells of a little penguin who doesn’t like diving under the blue waves, splashing in the sparkling ocean and is scared of water.  However, the little penguin was very brave and  tried new things before become comfortable in the water, he overcame his fear. The children talked about trying new things, being confident and being adaptable. 




Early Years learned that courage is showing bravery even when you are afraid. It means trying new things and adapting to changes. When you have courage, you do the right thing even if it is difficult.



The children were encouraged to share an experience when they had to be brave:


Jason

I was brave when I go to the swimming pool because I was scared of water but I tried.

I was brave at the time I fell on my face and it was bleeding.  My granny had to take me to the doctor who gave me medicine. I took many deep breaths and didn’t cry.

Uli

Harrison

I was brave when I went to a new school and a new house. I was brave because I did everything.

I am brave because I hurt my finger and didn’t cry.

Anna

Reggie

I was brave when I hurt my head.

Me and Andrew got hurt together, but we didn’t cry, we was really brave.

Albert

Jeffery

I was scared of the water when I went first went swimming, but I was brave and now I am not scared and I can swim.

I was brave at school.

Andrew

Isalia

Ms May had to take me to the doctor as I was hurt and had some blood.  I didn’t cry though because I am brave.

I fell my finger hurt. I am too brave.

Kiki

Mango

I can go to sleep on my own with mummy and daddy, I am very brave.



EY Students’ Learning Journey

曼校学前班小同学的学习印记


Students develop quickly in the Early Years at MIS. With the guidance and support from the experience EYFS teaching team – they get the best possible start to their education.



During circle time, Early Years have been talking about their feelings and how their actions affect others. The children have been thinking about ways to resolve conflicts and how to be a good friend.


Early Years uses their story maps to help them write’ The Very Hungry Caterpillar’. The children remembered the days of the week and how to use story language.


The boys and girls have been exploring the lifecycle of a butterfly. Drawing diagrams, they shared what they know about butterflies and their babies.


Writing animal fact files used their   knowledge of sounds to share information about their favourite zoo animals. They had fantastic focus!


Wellbeing Lessons. They are great at showing the values such as courage, resilience and adaptability. They had great fun paining characters from the book.


Here is Anna really enjoying exploring narratives and story language. The children used their knowledge of story structure to plan their own imaginative stories! They can’t wait to write them!


Students enjoy exploring patterns. The children are great at recognising and describing patterns, whilst at the same time create their own designs.


The students have great  imagination in their play, enjoying exploring all areas of the learning environments and working collaboratively with their friends.


What at team! The children worked in groups to write the beginning of the story ’Wild’.  They even looked closely at similarities and differences in the setting of the story ’Wild’. The children compared living in the forest to living in the city. They made a Venn diagram and described what they saw.


Early Years had great fun making playdough.  Using  salt, boiled water, flour, and oil, they used their hands to squeeze, pinch, press and roll the playdough. These tasks are necessary to developing their fine motor skills.


Exploring the language of addition. The children made posters to show the number facts they’ve learned, showing their addition of two single digit numbers!


Exploring capacity and learning through play. The children used words like full, empty, half full, nearly full and nearly were measuring and colour mixing!


IPC Topic Transport’. Beginning with designing and making model boats, they were able to talk about who they would take on a journey and where they would go before making up adventure stories.


Chinese Lesson. The studnets have been exploring the story’野孩子‘.  They designed nameplates and then debated whether the little girl should stay in the forest or live in the city. They were great at expressing themselvels effectively!



EYFS: Learn As UK Kids

EYFS:像英国孩子那样的学习


We follow the Early Years Foundation Stage Framework, a curriculum which facilitates play based learning activities. Students will explore the seven areas of learning and development through continuous provision and imaginative play. This will provide them with opportunities to develop their knowledge, skills and understanding, and become confident, effective, life-long learners.



Parental Comments:


Harrison’s Mum

"I sincerely cannot thank Ms Marrs, Ms Bonnie, Ms Sandy and Ms May for making Harrison’s first year at school so memorable. He had a fairly shaky start but your kindness and patience went a very long way to him feeling part of the class. The book you made for him is something I will treasure and the work you all do every day is just phenomenal."


Harrison’s Dad

"On a Parent basis, thank you to the whole Early Years team, who include the sprots, music and Chinese specialists who taught Harrison this year, he has grown so much and it is down to all of your hard work! Thankyou doesn't quite do it justice, but Thank you regardless."


Tong Tong's Mum

"My child has gained a lot of self-confidence since he joined Early Years at MIS, and he has made great progress in all aspects.  When I went to school to participate in the activity "Come Learn with Me". I could see that my child can use English in the natural phonics class. Interacting with the teacher and being able to use the knowledge of natural phonics to read English words and write them out, this surprised me so much. I was so impressed I recorded a video to share the joy of my children's progress with my family."


Albert's Dad

"What MIS shows to parents is the truest side of their children. MIS is not a selective school but guides each child to be the best. I have already felt this in the Christmas performance. All children stand during the Christmas performance, showing themselves on the stage, every child participated - true inclusion."


KiKi's Mum

“My child likes MIS very much. During the holidays she asks "Mum, when does school starts, I'm going to MIS". I chose MIS, because it is wisest choice. My daughter’s self-care ability has improved immensely since joining MIS. , The knowledge I learned at school can be exported back home. For example, my daughter told me: "If you can’t do something, you have to be brave and try it, and you can’t give up." Later, after chatting with the teacher, I found out that my daughter was talking about is one of school values: 'resilience'."


Tong Tong's Mum

"I am delighted to view my daughter’s activities in school and the content of learning on ClassDojo every day. Teachers post a lot of learning dynamics on ClassDojo daily with photos and videos. I can intuitively understand the situation of my child in MIS. Therefore, every time a parent meeting is held, the class teacher will asks me if I have any problems with my child’s study and life in the preschool, I can honestly reply “not at all” why, because the information and communication from school is very comprehensive."


Isalia's Granny

“My Granddaughter is 5 years old and is about to start Year 1 at the beginning of the new school year. At first, I was quite worried, thinking about whether she could enter Year 1 when she was only 5 years old. With questions, I got in touch with the class teacher. The teacher explained to me the British curriculum very patiently and showed me the progress my Granddaughter has made in all aspects from joining Early Years to the end of the school year. My Granddaughter already has gained so many skills. She can write English sentences and even short stories based story maps. It seems that the early education from the UK is very advanced.”


KiKi's Mum

"I recall a time when I returned home from work somewhat frustrated about a work problem.   My daughter told me “count and take a deep breath”. She said that the teacher told her: "It would be better when you are sad or tired and take a deep breath.” I was very touched at the time and thanked the teachers at MIS for teaching students how to manage their emotions. I want to use this to give my child a lifetime experience."

在英国的国家课程体系中,从出生到5岁前是早期基础教育阶段(被称为EYFS),这一阶段为学龄前的准备阶段,这之后,萌娃们就正式进入了学段教育。


曼校的学前教育班(4岁班)遵循EYFS体系,为我们的最小学习者顺利进入学段教育做了各方面的充分准备。



4岁的课堂是充满欢声笑语的,当然,学生们会从玩中学习,了解新事物、汲取新知识,比如阅读、写作和自然拼读。学习从未如此有趣、好玩而有效。



International Primary Curriculum (IPC)

国际小学课程IPC


学前班的学生们对他们的新IPC主题——“动物”感到十分兴奋。课程导入阶段,孩子们在校园内展开了一次“动物寻宝”活动,他们化身为“超级探险家”,四处寻找“隐藏”起来的各类小生命。然后,学生们分享他们对于这些生物的认知以及他们在本阶段IPC课程中希望获取哪些新知。


学生们还探索了关于一个住在森林里的小女孩和她的动物朋友们在城市中的历险故事书《野孩子》。刚开始,Kirsty老师会描述这个小女孩的外貌特征,让学生们根据描述把他们想象中的小女孩形象画出来,最后再跟绘本中的形象做比较。



学前班还一起探索了绘本中的小主人公。他们一起讨论当野孩子离开她的森林家园和动物朋友时,是怎样的心情和感受。学生们会用他们自然拼读的方式来拼写下描述情绪的词语和对人物的理解,他们甚至还会用“At the beginning”(开始)、“Then”(然后)等连接词来把他们的描述连接成句。



学生们还制作了故事导图来帮助他们记住《野孩子》的故事主干。他们甚至还会写下故事中出现的高频词!此外,学生们还会根据故事导图创编动作,他们很擅长用自己所学的语音知识一步步地来复述整个故事。



孩子们还针对《野孩子》的故事情节,做了一些分析和比对,他们用维恩图讨论生活在森林和生活在城市的异同点、描述他们的所见所闻。



故事结构图能够很好地帮助学生们复述《野孩子》的故事情节。分组合作时,孩子们可以很好地用故事中的语言来复述与重构故事。


用iPad搜索有关动物的更多信息进一步帮助了他们理解所学。学生可以设计一个适合某类动物的栖息地。他们需要仔细思考每一类动物的生活习性,思考什么样的居所对它们而言才是安全和舒适的。




Wellbeing

身心健康课


在身心健康课上,学前班的孩子们听了《勇敢些,小企鹅》的故事。这个故事介绍了一只不喜欢在蓝色波浪下潜水、在波光粼粼的海洋中嬉戏、害怕水的小企鹅,但它非常勇敢,尝试新事物,终于在克服了恐惧心理,在水中自由自在地游泳。孩子们在这个课堂上,谈论如何尝试新鲜事物、变得自信和具有适应能力的话题。




学前班的学生们在这门课中学习到,即使感到害怕,我们依然可以表现出勇敢的一面,这就是勇气。当你有勇气的时候,你便可以一往无前,不畏困难。



学生们在课堂中被鼓励分享自己“勇敢”的一面:


Jason

当我去游泳馆的时候,我很勇敢,因为我很怕水,但是我还是努力尝试下水。

当我脸上流血的时候,我觉得我很勇敢。我奶奶带我去看医生,给我拿药。我做了很多很多次的深呼吸,但是没有哭。

Uli

Harrison

我到了一个新学校、住进一个新家的时候,我很勇敢,因为我可以敢于做任何事情。

我很勇敢,因为我伤了手指但是没有哭。

Anna

Reggie

当我的头受伤的时候,我表现得很勇敢。

我和Andrew同时受伤了,但是我们都没有哭,我们真的很勇敢。

Albert

Jeffery

第一次去学游泳的时候,我很怕水,但我很勇敢,我现在已经不害怕了,并且学会了游泳。

我在学校里很勇敢。

Andrew

Isalia

我受伤流血的时候,May老师带我去看医生。我没有哭,因为我很勇敢。

我感到到手指受伤了,但我很勇敢。

Kiki

Mango

I can go to sleep on my own with mummy and daddy, I am very brave.



EY Students’ Learning Journey

曼校学前班小同学的学习印记


在经验丰富的学前班教学团队的带领下,学生们在曼校都得到了巨大的进步和成长。毫无疑问,孩子们获得了最好的启蒙,为学段教育做好了充分的准备。



在晨圈时间,学前班的同学们曾讨论他们的情绪和行为对他人的影响。他们开始思考解决冲突的办法和如何交到好朋友。


同学们用故事结构图来帮助他们复写《好饿的毛毛虫》。通过这个故事孩子们记住了一周的天数和如何使用故事中的文学词汇。


孩子们开始探索蝴蝶的生命周期。他们通过画画来分享他们认为的蝴蝶和蚕宝宝的一生。


他们会为他们最爱的动物园动物编写动物特征卡片,他们利用自然拼读的办法来写下相关的描述。他们都有超棒的专注力!


身心健康课。他们本身就是很多曼校价值观的完美体现——勇气、韧性、适应性。他们对书本中的人物形象的绘制非常惟妙惟肖,生动有趣。


Anna 很享受探索故事中的文学词汇和叙述性的词汇。大家都用所学的故事结构来发挥想象,变出自己的故事,并且迫不期待地写下来!


学生们也非常喜欢探索数学规律。他们非常擅长于发现和总结这些规律,并且根据自己所学的知识和丰富的想象力灵活的创造出规律。


学生们在玩耍中富有想象力,他们非常享受探索学习环境的各个角落,喜欢和他们的朋友在玩中合作。


如此棒的一次小组合作经历!学生们分小组编写《野孩子》故事的开头。他们甚至研究了生活在森林和城市生活的异同,他们制作维恩图来描述他们的想法。


制作橡皮泥也是一个非常有趣的过程。学生们使用盐、热水、面粉、油,用他们的手压、捏、滚、搓。这些对于发展他们的精细运动技能非常有好处。


学习数学运算。孩子们制作海报用来展示他们学习的个位数加法运算。


通过游戏学习“容量”概念。学生们学习测量以及把不同的颜色混在一起观察产生的变化,并且学会用“满”、“空”、“半满”、“将近满”等词语来表达实验的不同结果。


IPC主题课“交通工具”。他们从设计和制作船模开始,随后,他们会讨论他们会带谁去旅行、去哪里旅行,之后便来想象一个属于自己的冒险故事。


中文课。学生们在学习《野孩子》的时候,他们设计了自己的姓名签,并展开了小女孩应该留在森林还是住在城市的辩论。他们非常善于表达自己的观点!



EYFS: Learn As UK Kids

EYFS:像英国孩子那样的学习


曼校遵循EYFS教学框架,以“基于游戏的学习活动”为设计线索开展教学。学生将会通过持续提供的富有想象力的游戏来探索学习成长的七大领域。这样的教学方式将会为他们提供机会发展认知能力、各类技能和理解力,并成为自信、有效的终身学习者。



家长反馈:


Harrison的妈妈

“我真诚地感谢Marrs老师、Bonnie老师、Sandy老师和May老师在Harrison在曼校第一年的帮助,让他的这一年如此难忘。他刚入学时有些不易融入集体,但你们的友善和耐心让他感受到自己是课堂的一部分。我十分珍视你们为Harrioson制作的学习历程笔记,你们每天所做的工作都是非凡的!”


Harrison的爸爸

“从家长一方来看,我十分感谢包括体育、音乐、中文在内的整个学前教育教师团队,Harrison今年成长很多,这都归功于你们的努力!‘感谢’这句话都无法表达我诚挚的谢意,但无论如何谢谢你们!”


Tong Tong的妈妈

“我的孩子自从加入曼校的学前班之后自信了很多,各方面进步特别大,尤其是我到学校参加‘跟我一起学’的活动,我看到我的孩子在自然拼读课上能用英语和老师互动,还能运用自然拼读的知识来读英语单词并且能写出来,这让我太惊喜了,我开心的当时就拿手机给孩子拍视频和家人分享孩子进步的喜悦。”


Albert的爸爸

“曼校给家长展示的是孩子最真实的一面,他没有“掐尖”而是引导每个孩子成为最好的自己,这一点我在圣诞节目表演中已经感受到了,圣诞表演期间所有孩子站上舞台展示自己,每一个孩子都参与了。”


KiKi'的妈妈

“我的孩子很喜欢曼校,放假期间经常说:“妈妈,什么时候开学,我要去曼彻斯特通”. 我选择曼校是最明智的选择,我女儿加入曼校学前班后生活自理能力提高了很多,在学校学的知识回到家里也能输出一些,比如女儿告诉我说:“如果有些事情不会做,要勇敢去尝试,不能放弃。” 后来和老师聊了之后发现我女儿说的是曼校的十大核心价值观之一'韧性'。”


Tong Tong的妈妈

“我每天都可以在ClassDojo 上看到女儿在学校所做的活动以及所学习的内容,老师每天都会在ClassDojo发布很多学习动态,有照片也有视频,我可以很直观的了解孩子在曼校的情况。所以,每次开家长会时外教问我对于孩子在学前班的学习和生活有没有什么问题想要了解,我告诉外教没有,因为我可以通过ClassDojo掌握女儿的学习动态。”


Isalia的外婆

“我的外孙女5岁了,新学年开始就要升入曼校的一年级。刚开始我还挺担心的,想着孩子才5岁是否能入读一年级。带着疑问我和学期班老师取得了联系,老师很耐心的给我讲解了英国的课程体系并且展示了我女儿从加入学前班到一整个学年结束在各方面所取得的进步,我外孙女已经会运用自己所学的知识写出英文句子了,而且还可以根据故事导图写出简短的故事。看来英国的基础教育做的是很棒!”


KiKi的妈妈

“有一次我在家里因为工作上的一些事情心情不好,我女儿察觉到了,告诉我让我数数和深呼吸,她说老师告诉她的:“如果伤心或者生气时数数和深呼吸心情好些,就不那么伤心了。”听了孩子的话我当时很感动,感谢曼校学前班的老师教孩子从小学会管理自己的情绪,我想这会对我的孩子一生都有用的。”






-THE END-




深圳曼彻斯通城堡学校

Merchiston International School

T: 400 867 0177    www.merchiston.cn

E: mis_admissions@merchiston.cn 

No. 12 Shilongzai Road, Dalang Sub-District, Longhua District, Shenzhen

深圳市龙华区大浪街道新石社区石龙仔路12号