The Integration of PE and the Arts @GCGS

体育、艺术作为独立学科，如何在2022新课标的课程标准下，在PYP小学项目的超学科探究中，实现中西合璧，有效融合？在IB最新发布的《国际文凭组织小学项目课程融合指南》中，广东碧桂园学校小学部给出了自己的答案。

How can PE and the Arts, as stand-alone subjects, achieve effective integration with the Chinese and Western elements in the trans-disciplinary inquiry of PYP under the new CNC curriculum standards of 2022? In the newly released IB PYP Integration Guidance, the Primary section of Guangdong Country Garden School provides its own answer.

12月8日下午，在《学校课程现代化的中国道路——2022国际教育发展论坛》分论坛上，就艺术、体育学科如何融通这个课题，广东碧桂园学校小学部王久红副校长、罗冬梅教学主任从理论到实践案例出发，给出了更详尽的解读。

In the breakout session of the forum titled " Modernization of School Curriculum: The Chinese Path” -- 2022 International Education Development Forum ", held on the afternoon of Dec. 8, 2022, Josie Wang, Deputy Principal and Donna Luo, Teaching Director of Primary Section of Guangdong Country Garden School, gave a more detailed interpretation.

本场分论坛主要涵盖了以下几个方面的内容：

This breakout session mainly covers the following aspects:

根据小学项目框架的超学科性质，国际文凭组织认为课程框架为符合当地规定的情况下教授项目提供了空间。使用基于新课标的国家课程教材体系实施融合课程不仅是可行的，而且是必需的

In line with the trans-disciplinary nature of the PYP framework, the IBO believes that the curriculum framework provides space for teaching the programme in accordance with local regulations. It is not only feasible but also necessary to use the national curriculum teaching material system based on the new curriculum standard to implement the integrated curriculum.

学校可以重点从课程标准、课程设置、POI超学科探究计划和UOI探究单元的融合等四个方面进行，进行学科及超学科融合教学。

Schools can focus on these four aspects; curriculum standards, curriculum setting, POI and UOI, to carry out interdisciplinary and transdisciplinary integration.

以广东碧桂园学校小学部“世界儿童”探究单元中的体育学科融合为例：

在探究单元设计之初，就非常明确地梳理出该单元在体育学科中需要发展的核心素养，主要为运动能力和体育品格。

Take the " Children around the world" unit of inquiry in Guangdong Country Garden School Primary Section as an example:

At the beginning of the planning of the unit, it clearly stated the core qualities that the unit needs to develop in PE: sports ability and sports character.

同时，把徒步技巧、逆境抵抗力、团队协作等具体教学目标，融合在学生前往海南研行前的拉练、研行途中及后期的总结中。

At the same time, the development of specific objectives such as walking skills, resistance to adversity and teamwork are integrated into the lessons before, during and after the trip to Hainan.

以广东碧桂园学校小学部国家音乐教材中的《摇篮曲》融合教学为例，其融合教学设计如下：

Let’s take the integration of "Lullaby" in the national music textbook of the Primary Section of Guangdong Country Garden School as another example; the integrated teaching design is as follows:

以知识K，理解U，技能D为教学目标的融合：

The integration based on knowledge, understanding and skills is as follows:

老师通过“什么是摇篮曲”驱动整节课的教学；通过对两首不同形式的“摇篮曲”的对比，发现其核心特征；通过演唱与演奏，理解和表现摇篮曲的情绪和风格；学生演唱和演奏的作品也成为本节课的总结性评估作业。在教学过程中，老师通过自己选择乐器，积极表达观点和小组协作，体现自己的选择权、发言权和主导权

The teacher drives the teaching through the key question: "What is a lullaby?" Through the comparison of two different forms of "lullaby", students find its core characteristics; they understand and express the mood and style of lullabies through singing and playing, while their performance becomes the summative assessment assignment for this class. During the class, students could choose their own musical instruments, actively express their opinions and work in teams, which reflects their choice, voice and ownership.

学校可以通过老师个人自学、学段共学、协作备课、官方专业发展培训、教育行政部门组织的专业发展、资源库建设来支持学科融合的落实。

Schools can support the implementation of subject integration through teachers' self-learning,  collaborative planning, official IB and governmental professional development training and resource base construction.

融合之路建立在对新课标和小学项目的深入理解及积极实践上，广东碧桂园学校小学部的分享，让这条路清晰可见。而未来，一定有更多优秀的融合案例，在各个实施小学项目的学校涌现。

The road of integration is built on the deep understanding and active practice of the new curriculum standards and PYP. The sharing of Guangdong Country Garden School makes this road clearly visible. In the future, there will certainly be more cases of excellent integration in various schools implementing PYP.