必看 |柏朗思觀瀾湖學校開放日最全最詳細問答干貨 Information Session Q&A
來源：好上學 ??時間：2024-03-14
我們的學校選用融合、均衡的教學模式，我們相信中式教育中有很多優(yōu)秀的教學實踐，西式教育亦然，英國、美國和加拿大以及世界上其他區(qū)域的教育理念各有利弊。每一種課程體系都各有優(yōu)劣，我們致力于汲取精華而摒棄糟粕。
Last week, our school held the first online Information Session. On that day, more than 1,000 parents watched the live broadcast online. Many parents submitted their admission applications online after watching the live broadcast.
上周，我校舉辦了第一場線上開放日，當天有一千多名家長在線觀看直播，許多家長在觀看直播后在線提交了入讀申請，現(xiàn)將直播間的熱點問題匯總成問答形式，一起來看看吧!
QUESTION1
Q：Are our textbooks bilingual?
教科書是雙語的嗎?
Anna packman：
我們的幼兒園采用融合式雙語教學模式。幼兒園的教學重點并不會集中在教材的使用上，我們看重培養(yǎng)師生之間的聯(lián)系和互動。孩子們會有一位外籍班主任老師和一位中籍老師跟班開展合作教學，老師們會自如地在中、英雙語之間切換，孩子們可以在一個以游戲為基礎的環(huán)境中通過關系培養(yǎng)自然而然地去啟發(fā)語感，培養(yǎng)雙語能力，我們認為這種模式更符合幼齡孩子的天性。
進入到小學低年級段，我們采用混合式教學法授課。中文課采用全中文授課并搭配中文教材，數(shù)學也主要以中文進行教學并配套使用北京師范大學出版的數(shù)學教科書。但是對于英文學科和探究式教學項目，我們靈活使用不同的教學法，摒棄對教科書的依賴，學生在學習英語時需要更多的模擬互動和練習，所以我們采用了“由說到寫”教學項目，幫助學生們?nèi)ダ斫?、記憶文本并且自如地去改編和?chuàng)作屬于自己的版本。
我們在課堂內(nèi)大量引入指導性閱讀，將學生按照語言能力分為不同的小組進行英語閱讀和學習(配合使用牛津大學出版社的英語分級讀物)。
在幼兒園及小學低年級段，相較于教科書，我們更加注重教授學科的科任老師本身的母語教學能力，選用各類適合學生能力或年齡層的教學素材輔助教學過程。
Dr Charles Wall:
從四年級起學校實行義務教育課程與劍橋課程體系相結合的教學模式。主動學習仍是吸引學生積極參與的方法。
教科書是重要的學習工具，尤其是孩子們在家學習的時候。我們同時使用貼合學生年齡的義務教育課本以及與劍橋課程體系相符的英文課本。
In our Pre School we have a blended and bilingual programme so in fact we don’t focus on textbooks; we focus on the teachers and the relationships. Children have an overseas teacher and a Chinese teacher together in the classroom and they move seamlessly between English and Chinese so they are experiencing language through relationships in a play based environment, which is more developmentally appropriate.
As they move into Prep Juniors, they have a combination of approaches. Their Chinese lessons are delivered purely in Chinese with Chinese textbooks. Their Maths is also delivered in Chinese using the rigorous Beijing Normal University textbooks. However, for their English and Inquiry programmes we make use of different dynamic teaching pedagogies that do not depend on textbooks - when they are learning English they need hands on experiences so we use a programme called Talk for Writing, which helps children to take texts, memories them and then start to innovate and create their own ones. We have guided reading sessions in the classrooms, where children read in small groups using purely English books (such as the Oxford University Press series). In the Pre and Prep Junior schools, therefore, it is about the teachers themselves, and the resources and materials that are most suitable for the age and the subject.
Dr Charles Wall:
From Prep 4 onwards a subject specialist approach is adopted which blends the local compulsory curriculum with the Cambridge Pathway. Active learning is still very much the method used to engage the students. Textbooks are a useful support for students especially when they are working at home. We use both the textbooks of the very coherent local compulsory curriculum which are in Chinese along with textbooks in English which support the Cambridge Pathways Curriculum.
QUESTION2
Q：What is our teaching philosophy in Pre School?
幼兒園的教學理念是怎樣的?
Anna packman：
幼兒園課程基于加拿大安大略省全日制幼教體系，該體系重視幼兒的全面發(fā)展，提供了豐富又有效地學習項目，強調(diào)早期教育階段的重要性和基礎性，重視幼兒的情感與社交發(fā)展、語言、數(shù)學、科學能力的培養(yǎng)，建立世界觀和發(fā)展創(chuàng)造性思維，關注孩子的健康和體能發(fā)展。
我們參考了中國兒童發(fā)展綱要確保能夠博采眾長，融合中西方教學理念的精髓，這也是學校的核心原則之一。我們也受到意大利瑞吉歐教育理念的啟發(fā)，將瑞吉歐教育法的理念和模式引入幼兒園日常教學管理中。
意大利艾米麗婭鎮(zhèn)的瑞吉歐教育理念在國際上受到廣泛認可，瑞吉歐教育法將孩子視為積極學習者，孩子有很多表達自我意愿的方式，重視培養(yǎng)孩子的創(chuàng)造性和批判性思維。瑞吉歐教育實踐強調(diào)要了解孩子、建立親密的互動關系、創(chuàng)造美妙的教育環(huán)境并且允許孩子充分利用自然環(huán)境在游戲中學習。
幼兒園的教育核心在于游戲。年幼的孩子通過游戲來感知和探索是最自然的教育模式，孩子們具有強烈的好奇心，熱衷于在游戲中尋找樂趣。幼教是圍繞著關系展開，師生關系、同學情誼的建立是孩子去探索校園生活的基礎。建立關系和游戲一起，無時不刻發(fā)生在學校內(nèi)外，我們將教學融入進游戲中，孩子們不僅僅享受游戲過程，老師們也潤物細無聲地在游戲中引入了教學內(nèi)容，搭建起在游戲中學習的框架。
我們在幼教階段教授自然拼讀和指導性閱讀，孩子們在老師的帶領下學習閱讀和寫作，老師還會在日常教學中融入數(shù)學概念，幫助孩子建立基本的探究性思維。所有的教育教學工作都帶有雙語特色，由一名外籍班主任老師、一名中文老師及一名班級助理配合完成，此外幼兒園也提供豐富的體育藝術活動來充實校園學習生活。
Our Pre School curriculum is based on the Ontario, Canada, Full Day Kindergarten Programme, which is a holistically rich and powerful programme of learning for young children that recognises the importance of the foundation years of education. It focuses on Personal and Social development, Language, Maths, Science and Understanding of the World, Creative Development and their Health and Physical Development.
We blend this with the Chinese Kindergarten guidelines to ensure we are blending the best of East and West, which is a core principal of our school, and we are also inspired by Reggio Emilia practice. Reggio Emilia is a town in Italy whose teaching philosophy is globally renowned. It recognises that children are active learners, that they have many ways of expressing themselves, it is about creativity and critical thinking. Reggio-inspired practice advocates knowing your children, building relationships, creating wonderful environments and allowing children to access and use their environments fully to influence their play.
At its heart it is about play. Young children learn best through play - it is what they do naturally, they are curious about the world and they want to have fun. It is about relationships with their teachers as well as with each other and how they socialise with each other is a key part of Pre School learning. But alongside that play, which takes place inside and outside, and those relationships, we also have explicit skills teaching - they are not just playing - there is a lot of structure; we teach them phonics, guided reading sessions, they learn to read and write during their Pre School years, they have Maths embedded in their programme and they also build their inquiry skills. All of those elements together with our bilingual approach, facilitated by an Overseas and Chinese Teacher and Classroom Assistant, supplemented by rich experiences in The Arts and PE, make up our programme.
QUESTION3
Q：How many children in a Pre School Class and how many adults?
幼兒園的班額配置如何?
Anna Packman：
幼兒園采取小班制，每個班級滿額22名學生，配有三名成人全天跟班。一名外籍班主任、一名雙語能力的中文老師進行日常合作教學，另外配有一名班級助理(保育員)協(xié)助班級學生的日常管理。所有聘用的老師都具備教師資格和本科學歷，有50%左右的幼兒園老師擁有碩士學歷，她們是非常優(yōu)秀的教育者。
There is a maximum of 22 children per class with 3 adults in the class. There is an Overseas Teacher, a bilingual Chinese Coteacher - they are a team - and there is a Classroom Assistant to help with the management of the students. All our teachers are certified, they all have degrees, around 50% of them in the Pre School have Masters Degrees. They are very high calibre educators.
QUESTION4
Q：What is the difference between BMH and a Public School?
柏朗思觀瀾湖學校與傳統(tǒng)公辦學校的差別是什么?
Anna Packman：
兩者之間有一些相似性，我們的學校選用融合、均衡的教學模式，我們相信中式教育中有很多優(yōu)秀的教學實踐，西式教育亦然，英國、美國和加拿大以及世界上其他區(qū)域的教育理念各有利弊。每一種課程體系都各有優(yōu)劣，我們致力于汲取精華而摒棄糟粕。
所以我們認真研究了中式教育背景下各類教學法，例如嚴謹、有度的中文發(fā)展或數(shù)學邏輯思維項目。然后我們在此基礎上補充了西式教育模式中優(yōu)秀教學實踐，比如探究式教學(公辦學校較少接觸到探究式教學項目)。
探究式教學項目會包括不同的理念，融和人文、科學、藝術各個板塊，并且要求孩子們?nèi)チ私夂脱芯恳恍┯绊懮鐣蛉祟惖闹黝}，教會孩子們該如何研究、觀察、討論或為自己的觀點辯護。所以在公辦教育體系里面有可取之處的我們予以采納和發(fā)展，此外我們也能夠使用更為豐富的資源和教學法，培養(yǎng)學生的探究式和批判性思維。
在義務教育階段，家長會注意到我們的外籍教師均來自英語為母語的國家，他們能夠給予非常清晰的英文指令并用英文教會孩子們各項技能，她們熟練地教授自然拼讀法、指導性閱讀、“由說到寫”以及劍橋大學教育研究體系中其它推崇的教學手法幫助學生更好地鞏固在幼教階段學習到的技能，在浸入式英語環(huán)境中去培養(yǎng)孩子的語感。
部分英語課采用雙師同堂授課，小學高段甚至有多師同堂即教室內(nèi)同時有多名英語為母語的老師提供動態(tài)課堂，這種制度在幫助學生建立語法、語音和詞匯方面收效甚好，并且這也為學生們在上學日去使用和練習英語提供了充足的機會。
Dr Charles Wall:
柏朗思觀瀾湖學校的老師熱愛教育事業(yè)，我們非?？粗剡@一點。正如約翰·海蒂教授所倡導的，我們采用可視化教學法，讓學生參與辯論、解決問題、批判性思考，并始終堅持主動學習，為日后獨立生活做好準備。我們的學生不是被動學習，而是主動思考——他們需要積極運用所學知識，以便理解課堂內(nèi)容，無論是學習英語、漢語還是培養(yǎng)雙語能力。
另一個不同之處在于，我們的老師非常自信，他們喜歡與同學們和家長們在一起以一種有趣而又嚴謹?shù)姆绞竭M行教學工作。數(shù)學、科學和計算機學科尤其如此。
最后，也是最重要的一點，學校尤其關注學生的全面發(fā)展，包括性格塑造、藝術、音樂、戲劇和體育運動。學校校園內(nèi)以及觀瀾湖集團具備非常完善的設施，這意味著學生們不僅可以在學校進行常規(guī)體育運動，如果他們有意愿更進一步，還可以進行網(wǎng)球、高爾夫、籃球、足球和滑冰的深度訓練。
There are some similarities - our school is blended and balanced and we believe there is much wonderful practice from the Chinese education system as well as from the International system, the UK, the US, Canada and elsewhere around the world. Whichever curriculum you consider, it will have strengths and weaknesses; we are seeking to eliminate those weaknesses - we just want the strengths. So we take elements from the Chinese programme that are powerful, for example, the progression and rigour of the Chinese language development programme, or the rigour from the Maths programme, and we make use of those. Then we supplement that with approaches such as Inquiry; you are unlikely to find inquiry such as we deliver at BMH in a public school. The Programme of Inquiry looks at a range of different concepts - related to the Humanities, Sciences, Arts - and it asks children to look at some of the big questions that affect society and humanity. It teaches them how to research, how to be observant, how to discuss and debate ideas. So there are elements from the public education system that we embrace and we want to use but we enrich them with resources and pedagogy and a strong inquiry and critical thinking focus.
Throughout our Compulsory education phase you will find that all our Overseas Teachers are from native English speaking countries, so the instruction that they are able to provide children in the way they explicitly teach them the skills, they deliver their phonics, their guided reading, their Talk for Writing, their Cambridge approaches that they use as they move through the Prep School, all are delivered in English in English immersive environment. There are frequently two English teachers in the English lessons, sometimes three or four in the Prep Senior English lessons - there is a weight and volume of expertise, from native English speakers, delivering a dynamic programme. It builds in grammar, phonics and vocabulary but we also provide them with varied opportunities to practice their English throughout the day.
Dr Charles Wall:
Our teachers are very passionate. They have to be recruited by us. We adopt a very visible approach to learning as Professor John Hattie advocates whereby students debate, problem solve, critically evaluate and adopt active learning methods all the time which prepares them well for life. Our students are not passive but active and are required to use and apply knowledge in order to make sense of new learning whether studying using English, Chinese or both.
Another way in which we are different is that we have a lot of confidence as teachers and enjoy working with students and parents in a playful yet rigorous way. This is especially true of mathematics, science and computer science.
Finally, and perhaps most importantly, at BMH there is a great emphasis on holistic learning, character development, art, music, drama and sport. We have excellent facilities both within our campus and as extended to us by Mission Hills Group. This means students can pursue regular school sports in our excellent fields and courts but also can pursue tennis, golf, basketball, football and ice skating to an elite level should they have the aptitude and desire.
QUESTION5
Q：If a child finishes Prep School at BMH, is he eligible to apply to a local senior school?
孩子在柏朗思觀瀾湖學校讀完小學后，是否還能入讀公立學校?
Dr Charles Wall：
按照教育局的要求，孩子們在小學期間會完成義務教育規(guī)定涵蓋的課程，因此能夠轉(zhuǎn)到公立學校。
當然，我們衷心希望孩子們繼續(xù)在本校就讀中學，像現(xiàn)在六年級的大多數(shù)孩子一樣，從而繼續(xù)通過主動學習成為數(shù)學家、作家、藝術家、音樂家、科學家等等;而不是只會坐在教室里讀書的學生。從公立學校轉(zhuǎn)來的同學往往會發(fā)現(xiàn)，我們學校的學生更加自信，更勇于表達觀點及展示自我。如果學生離開BMH轉(zhuǎn)到公立學校，他們也會發(fā)現(xiàn)，與公立學校的同學相比，他們更自信，尤其是在英語語言、解決問題和探究學習等方面。
We are required to cover the local compulsory curriculum so our students would be able to move to a local senior school if they wanted to do so. However, we would hope they would want to continue with us into Senior School, as the vast majority of our current prep 6 students are doing and thereby continue engaging in active learning methods and becoming mathematicians, writers, artists, musicians, scientists etc rather than students who study these subjects. Students who join us from public schools tend to find that our students are rather confident and used to performing and public speaking. Were a student to leave BMH to go to a public school they would probably find they are rather confident compared to their public school peers especially in their use of English language, problem solving and inquiry based learning.
QUESTION6
Q：What is the assessment system in the Prep School?
小學階段采用什么評估體系?
Anna Packman：
評估是教學的核心。評估并不一定固定發(fā)生在某個階段的完結點上，如果只在期中或期末進行評估測試，當你通過評估知道沒有學會時，就意味著你必須從頭學起，那就為時已晚了。評估是一個循環(huán)，老師們應當每日對孩子的學習情況進行評估。老師可能會選擇坐下來和孩子聊聊作業(yè)的完成情況，告訴孩子哪些做的很好，哪些需要進一步努力。日常反饋其實是很強大的工具也是評估體系中非常重要的組成部分。我們也要求學生進行自我評估和同學互評，讓學生反思自己的能力和進一步提升的領域。老師們需要不斷地評估學生學習情況，毫無疑問，反復教授學生已知的內(nèi)容無異于浪費時間，所以老師需要通過評估了解學生學習進度，如果學生對知識點吸收掌握得比較好，那么老師就可以適當調(diào)整加快速度。我們也使用總結性評估對每個單元或階段學習進行測試評估，我們會定期召開家長會，將學年表現(xiàn)、測評成績提供給家長，孩子們在測試后會根據(jù)能力水平進行分組，比如閱讀，老師可以通過不斷測試評估來跟蹤學習進度和提升幅度。
Dr Charles Wall:
教學過程中的一系列活動能夠檢視學生的學習進度。家庭作業(yè)也提供了鞏固所學知識、為下一節(jié)課做好準備的機會;通過作業(yè)，學生和老師得以了解其對知識的掌握程度，并找到需要進一步強化的方面。
每年我們進行四次參加義務教育考試，包括語文、英語、數(shù)學和科學學科，以評估學生的學習情況。此外，我們還會利用劍橋評估體系對學生進行評估測試。這些都將幫助學生們?yōu)閷砭拍昙壍牧x務教育畢業(yè)會考、高一年級的劍橋IGCSEs考試以及高三年級的劍橋A Level考試做好準備。
Assessment is at the heart of teaching. It is not something that should only happen at the end after you have finished doing something to see if you got it or not - it is too late then and you had better start again from the beginning. It should be a cyclical process, when teachers are assessing the children on a daily basis. You might sit and talk to the children about their work, what they have achieved and what they need to work on next. Feedback is very powerful and is part of the assessment approaches. We ask children to self and peer assess so they become reflective about their own abilities and next steps. Teachers will be constantly evaluating - there is no point teaching something that the children already know - so teachers need to know what they know and can do, if it is too easy we need to move on more quickly. We also look at summative assessments that may happen at the end of a unit or period of time; we report to parents regularly during the year, grades are offered for tests, children are carefully leveled, for example with their reading, so we can monitor their progress.
Dr Charles Wall:
Lessons do have starters and plenary activities which do provide an ongoing verification of learning. Homework also provides a regular opportunity to consolidate learning and to prepare students for the next lesson. This also provides a means for students and teachers to assess what has been understood and what still requires some more work. We do sit the local examinations in Chinese, English, Mathematics and Science four times per year to assess how students are progressing with the local curriculum. In addition, we also have Cambridge checkpoint assessments which enable us to see how well we are progressing along the Cambridge pathway. All of this helps students prepare for the high stakes compulsory education examinations at the end of Senior 9, Cambridge IGCSEs at the end of Senior 10 and Cambridge A levels at the end of Senior 12.
QUESTION7
Q：What kind of CCAs do we have and do they change each term?
我們提供什么類型的校本課程并且是否每學期都更換?
Anna Packman：
自幼兒園中班及以上，各個學段均提供豐富的校本課程。我們提供多種培養(yǎng)模式——興趣班及大師課。
興趣課主要是為了豐富學生的學習體驗和迎合興趣導向，如果有一定數(shù)量的學生表示對縫紉很感興趣，我們會盡量滿足孩子們的心愿開設一學期的縫紉興趣課。然而有很多學生體驗完某些領域后展現(xiàn)出了超高的天賦或者才能，我們將根據(jù)有關需求考慮開設校本課程大師課，學生們可以繼續(xù)發(fā)展個人技巧。
觀瀾湖集團以高爾夫聞名于世界，因此高爾夫課是非常典型的大師課，許多孩子都非常熱愛高爾夫，他們除了學校提供的高爾夫課程外還選修高爾夫大師課作為長期發(fā)展的方向，之后他們希望能夠通過選拔進入高爾夫俱樂部，進一步加入高爾夫校隊，加入專業(yè)培養(yǎng)項目最終在中學階段成為青年學生職業(yè)運動員培養(yǎng)計劃的一員。
在柏朗思觀瀾湖學校我們提供多種多樣的校本課程，包括但不限于：編程、樂高、科學、高爾夫、籃球、瑜伽、足球、戲劇、合唱、數(shù)學增益、美術、手工等各類校本課程。
Dr Charles Wall:
學校的校本課程為孩子們培養(yǎng)良好的性格、充實簡歷提供了機會。我們利用愛丁堡公爵獎計劃(也稱為國際青年獎)鼓勵學生完成創(chuàng)意活動、志愿服務，學生通過參加有意義的活動來開發(fā)他們的創(chuàng)造力(如音樂、藝術、戲劇、舞蹈)和運動能力，同時用愛與奉獻回饋他人。
We have a CoCurricular Activity Programme across the school which is available for children from K2 and up. There is a combination of approaches - interest classes and expertise classes. If a group of children became interested in sewing and really wanted a sewing CCA we would do our best to offer that and it may just be for one term or based on the interest duration of the students. However, there may be students who have a talent or aptitude for something and we may offer an expertise CCA for them so they can continue to grow that skill. A good example is Golf; at Mission Hills there is lots of golf! Many of our children opt to take the Golf CCA in addition to the golf offered within their school timetable. They then may wish to continue on to our Golf Club, progress into the Golf Team, join the Ascenders Programme and move into the Student Athlete programme that develops as they move into the Senior School.
At BMH, we offer a wide range of CCAs including but not limited to: Coding, Lego, Science, Golf, Basketball, Yoga, Football, Drama, Choir, Maths Enrichment, Arts and Crafts and many more!
Dr Charles Wall:
Our Co-curricular programme provides students with the opportunity to build their character and their CV. We use the Duke of Edinburgh Award Scheme (also known as the International Award for Young People) which requires students to complete activities in Creativity, Action and Service, that is, to engage in worthwhile activities to develop their creativity (such as music, art, drama, dance), their sporting ability, their love of outward bound activities and their commitment to serving others through community service.
QUESTION8
Q：What is the ratio of Chinese to English lessons in P1-P2?
小學一二年級的中英文課程占比如何?
Anna Packman：
根據(jù)教委的要求，一年級每周有九節(jié)中文課，七節(jié)英文課(其中有四節(jié)均為雙師同堂制授課)，此外還配有德育、探究、體育、音樂、美術等課程等采用雙語混合授課。二年級也是類似的平衡語言架構，每周有八節(jié)中文課。
In P1 we have 9 Chinese lessons as required by the education authorities. We offer 7 English lessons, at least 4 of which have 2 teachers working with one class. Inquiry, Morality, Music, PE and Art are taught in a combination of languages. In P2 the balance is the same, with 8 Chinese lessons each week.
QUESTION9
Q：What is the admission rate of the Chinese Medical Workers?
對于一線抗疫醫(yī)護人員子女的錄取率如何?
Anna packman：
學校已經(jīng)收到12位申請者的申請材料，招生辦正陸續(xù)聯(lián)絡家長進行資格審核，我們非常歡迎符合條件的候選人申請入讀。
We have received 12 applicants for our Bursary and are in the process of reviewing eligibility of those applicants. We look forward to welcoming successful applicants soon!
QUESTION10
Q：Is it better to join after reopening this term or wait until next term?
如果現(xiàn)在報名，建議這個學期開學后入讀還是等到下學期再入讀?
Anna packman：
兩種方案都可以，不過我們建議盡早入學入園，越快入校學習，孩子能盡早累積更多柏朗思觀瀾湖學校獨特的學習體驗。
Both are ok, but the sooner the better as the faster you get into the classroom the faster your BMH learning can commence!
QUESTION11
Q：Does the school focus on children’s emotional wellbeing?
學校是否注重孩子的心理健康?
Anna Packman：
是的，非常重視。學校提供德育課程并專注于學生的個人和社交技能發(fā)展，我們提供幼小銜接課程，幫助孩子適應不同學段之間的差異，關注孩子的心理健康和發(fā)展。我們布置了一間兒童關愛室為有需要的孩子提供額外的輔導關顧和支持。學校配有專職心理咨詢師，此外學校也定期提供家長工作坊為家庭提供育兒支持和建議。
Yes - as a key priority. We have Morality lessons and focus on personal and social skills. We manage the transition from K3 to Prep 1 with great care and relationships are at the heart of our programme in the lower schools in particular. We have a Nurture Room for children who need additional care and support. We have a school counsellor. We offer Parenting Classes and Workshops to build support and advice for our families.
QUESTION12
Q：Do Pre and Prep Schools help children to cultivate their own reading habits?
幼兒園以及小學階段是否會引導孩子主動閱讀以及是否有促進閱讀習慣養(yǎng)成的措施?
Anna Packman：
答案是肯定的，教室內(nèi)設有專門的閱讀區(qū)，校內(nèi)有藏書豐富的圖書館，學校定期提供圖書館課程、指導性閱讀項目、設置閱讀專用時間及有聲閱讀等活動。學校每年定期舉辦語言文化周和書展，同時也舉行閱讀馬拉松為慈善項目募捐，我們通過每日閱讀來培養(yǎng)良好的閱讀習慣并且根據(jù)學生的閱讀水平和興趣提供常規(guī)借書服務來幫助學生掌握閱讀技巧。
Absolutely. We have classroom libraries, a whole school library, Library lessons, Guided Reading sessions, story times, and read-alouds on a regular basis. We have Literacy Weeks and Book Fairs at the school and have raised much money for charities in the past with our Readathons. We use reading books to help families and students record their daily reading and provide regular books at the right level and interest for the students to build this important skill.
QUESTION13
Q：Do Foreign Teachers have long contracts at the school? Do they stay with the children all day?
外籍教師是否與學校簽訂長期合約?是否全天外教?
Anna Packman：
外籍教師首次合約服務期限為兩年，大部分老師均在兩年后再度續(xù)約。我們已經(jīng)有老師在這里任教五年了(創(chuàng)校至今不過六年)。幼兒園小班至小學三年級，外籍老師均全天跟班擔任班主任崗位，外籍老師有義務輔導和關懷班級上的學生，教授英語、探究及品格教育科目，并且配合中文老師與家長保持溝通聯(lián)系。四年級以上為學科制度教學模式，外籍和中籍老師共同合作引領孩子們并根據(jù)學生的語言水平選擇適合的語種進行專業(yè)課教學。
Initial contracts for Expat staff are 2 years. Most recommit after that 2 year period. We have teachers entering their 5th year at the school this year (and the school is only 6 years old!) From K1-P3 the Overseas teacher is designated to a class. They are the Homeroom Teacher who delivers all their pastoral care, their English, Inquiry, Morality, is in charge of the parent communication alongside the Coteacher. From Prep 4 we move to a subject based model of teaching where Expats and Chinese teachers work together to tutor the children and deliver them subjects in the appropriate language for learning.
QUESTION14
Q：What curriculum does the Senior School follow, what qualifications do the students gain and where will they study after graduating from Senior School?
中學的培養(yǎng)目標及未來發(fā)展方向是什么?
Dr Charles Wall：
柏朗思觀瀾湖學校的目標是學生到高三畢業(yè)時，能成為雙語優(yōu)秀生，熟練掌握流利的中文和英文，能夠進入世界上最好的大學攻讀學位，無論是在海外還是在國內(nèi)。
By the time they graduate at the end of Senior 12, Bromsgrove School Mission Hills students aim to be bilingual students, fluent in Chinese and English, able to pursue degrees in the best of universities in the world whether overseas or in China.
QUESTION15
Q：At BMH can the students only apply for universities in UK or can they apply to universities anywhere in the world? Can they apply for universities in US, Canada, Australia, Singapore or the local universities? in mainland China?
學生畢業(yè)后只能申請英國或國外大學深造嗎?能否申請如美國，加拿大，澳洲，新加坡和中國本地的大學?
Dr Charles Wall：
在具備三至四門優(yōu)秀的A Level考試成績和較高的SAT分數(shù)的情況下，我校學生能夠申請世界上各個國家的大學，以及國內(nèi)接受A Level和SAT成績的大學。
With 3 or 4 good Cambridge A’ levels and strong SAT scores, BMH students are able to secure places at the best of Universities all over the world including UK, US, Europe, Canada, Australia, Singapore and those universities in China which accept A levels and SATs.
QUESTION16
Q：What subjects are studied by the PGA Golf student athletes? What kind of teachers to teach them?
PGA全日制高爾夫項目會學習哪些科目?師資如何?
Dr Charles Wall：
PGA項目學生會學習劍橋IGCSE英語、語文、數(shù)學、生物、化學和物理課程，在高一參加這些科目的學業(yè)考試。在此之后三到四年時間內(nèi)，他們學習三門到四門A Level學科，以及在高三年級參加考試。這些課程由專業(yè)學科老師進行教學，老師們擁有相關學科學士學位以及教學資格證，既有外籍教師也有具備優(yōu)秀雙語能力的中籍教師。來自美國職業(yè)高爾夫球協(xié)會(PGA)的教練將負責指導學生們的高爾夫訓練，訓練主要在東莞觀瀾湖高爾夫球會PGA學院進行。
PGA student athletes study Cambridge IGCSEs in English, Chinese, Maths, Biology, Chemistry and Physics which they sit at the end of Senior 10 then go on to study 3 or 4 Cambridge A’ levels and SATS which they sit at the end of Senior 12. They are taught by subject specialists all of whom have at least Bachelor’s Degrees in their subjects, if not Masters, as well as recognized teaching qualifications. Some are expatriate teachers whilst others are bilingual teachers who are fluent in English and Chinese. For their golf they are coached by PGA coaches from the US who are working with the PGA academy in Dongguan.
QUESTION17
Q：Does Senior 7 start this year? What is the ratio of teachers to students in Senior School? What is the future direction for students?
七年級是今年開始招生嗎?初中師生比多少?未來升學去向是什么?
Dr Charles Wall：
是的，截至目前七年級已有兩個班的學生，但是我們當然希望有更多學生加入。中學的師生比大約是1:10。每個班最多不會超過24名學生，實際數(shù)量還會比這個更少一些;尤其是在英語課上，通常一個老師課堂上有12至16個學生，以便學生們有更多的機會練習英語口語，這對語言學習來說是至關重要的。
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