The inaugural Chong Wa International Baccalaureate Schools Association (CISA) Annual Conference, under the theme "Implementing the IB Curriculum in the Local Chinese Context," was ceremoniously inaugurated at Macao Kaoyip Middle School on December 2nd, 2023. This landmark event convened over 300 delegates from IB schools and educational institutions across the Greater China region. The conference featured a diverse array of teachers, administrators, and seasoned experts from EPYP, PYP, MYP, and DP schools. These professionals shared their invaluable insights and experiences in a series of parallel forums, enriching the dialogue and fostering collaborative advancements in the field of international education.

2022年初,在IB官方学术专家的指导下,来自大中华地区10所PYP幼儿园的28名专家型教师和教学管理者共同完成了备受瞩目的融合实践官方宝典——《IB PYP(幼儿园阶段)本土化实施指南》。2023年3月,指南正式发布,各园结合自身实际情况积极进行本土融合实践。在本届年会上,学术评审组遴选出各园课程建设、探索与实践、融合与创新等大家感兴趣的话题进行分享,我们一起来看看这些宝贵的实践经验吧。

Under the expert tutelage of official International Baccalaureate (IB) academic professionals, a cohort of 28 seasoned educators and administrative leaders from 10 

PYP kindergartens across Greater China successfully crafted the esteemed "IB PYP in the Early Years: Integrated Curriculum Guide" at the outset of 2022. This authoritative guide was formally unveiled in March 2023, prompting each participating kindergarten to embark on a journey of tailored integration practices, adapted to their unique local contexts.

At this year's Annual Conference, our academic review panel has meticulously selected an array of topics that resonate with the ethos of kindergarten curriculum development, encompassing inquiry-based learning, practice, integration, and innovation. We invite you to delve into these exemplary, real-world applications and gather insights from these pioneering educational experiences.




A story of one kindergarten: To achieve 'de-homogenization' by developing its own curriculum within the framework of PYP






The construction of the kindergarten curriculum can be considered a systematic and long-lasting work. At the same time, it is more challenging when being trapped because of the homogenization of most kindergartens in the same religion. The localization of the Primary Years Program (PYP), however, facilitates schools to think and try differently.

This session will demonstrate a story about how the curriculum has been developed from the very beginning of a kindergarten in Macao, and mainly focus on the curriculum design, innovation of assessment and staff development, etc. 

Demonstrating a brand new localization approach by sharing a story of the PYP implementation in Macao. The vitality of the PYP reflected in the story may inspire more kindergartens to overcome their current challenges and find their own ways to design curriculum. 





The PYP kindergarten's transition from preschool to primary: Precisely identifying the central features of learning in the early years






With the change in teaching methods and living environments, most kindergarten children face many challenges when they move to primary school. This shift from kindergarten to primary school is a critical aspect of the educational journey in China. The challenge is even more pronounced for kindergartens that adopt the Primary Years Programme (PYP).

In our upcoming session, we will delve into strategies for harmonizing the Ministry of Education's Guidance Notes on School-Readiness Education in Preschools with the essential elements of early years learning. By examining specific case studies, we aim to discuss and outline methods for effectively breaking down objectives and implementing them at each stage of early childhood education. Our goal is to develop comprehensive strategies that blend the unique requirements of the local preschool-to-primary transition with foundational early learning approaches.





The Path of Truth, Kindness, and Beauty 

- The Wonderful Journey of High-Quality WFLK  Curriculum Development Driven through Agency


上海青浦区世界外国语幼儿园 保教部主任(左一)、培训部专员(右一)




在上海本土幼教课程实施模式下,教师将如何贯彻IB PYP理念精神,支持幼儿在生活、运动、游戏、学习四类活动中有效发挥能动性成为兼具核心素养和PYP十大学习者培养目标的学习者呢?我们会从课程方案建构、学习空间打造、课程质量监控、学习社区共建等多个维度呈现青浦世幼落地“IB PYP能动性”的实操经验。

Agency has given our international curriculum localization a "people-oriented" warmth and height.

What role has agency played in the construction of high-quality kindergarten curriculum? What conceptual inspiration has agency given us in the process of international curriculum localization? We will analyze our rational thinking on agency based on the localized construction of our WFLK Curriculum.

How will teachers implement the IB PYP concept and spirit, support young children to effectively exert their agency in four types of activities: life, sports, games, and learning, and become learners who possess both core competencies and the PYP learner profile under the Shanghai local curriculum implementation model ? We will present the practical experience of implementing the IB PYP agency in WFLK from multiple dimensions such as course plan construction, learning space creation, curriculum quality monitoring, and learning community co-construction.





Chain Inquiry: A Kindergarten PYP Units Promotion Strategies Directed at Thinking Skills Enhancement




幼儿园教育阶段是培养幼儿跨学科思维技能的关键阶段,IB PYP主题为那些至关重要能力的发展提供了各种真实的机会,但在实践的调查与了解中发现幼儿的深度思考能力不足,教师又缺乏支持策略。基于此,我园提出链式探究师幼互动策略。由问题链导入探究,以任务链深入探究,借环境链反思探究,支持幼儿在循环往复中不断提升质疑批判、分析论证和反思评估能力,最终支持其思考技能的发展,同时优化教师的游戏态度与课程领导力。

The kindergarten education is a critical stage for developing transdisciplinary thinking skills, and the IB PYP units provide a variety of authentic opportunities for the development of those vital skills. However, the investigation of the practice revealed a lack of deep thinking skills in young children and a lack of support strategies for teachers. Based on this, our school proposes the Chain Inquiry  Strategy, i.e., a chain of questions to introduce inquiry, a chain of tasks to explore in depth, and a chain of environments to reflect on the inquiry, to support the children's ability to question and critique, analyze and argue, and reflect and evaluate, and to ultimately support the development of their thinking skills, while at the same time, optimizing the teacher's attitude toward play and curriculum leadership.





Effective teaching practices to support ATL development in early years learning




作为探索IB PYP项目初期的幼儿园,如何让PYP的课程框架和特质以一种“家长看得见、老师摸得着、儿童长得好”的方式让整个学习社区有明确的感知,并对IB PYP项目有着很强的认同感与参与感?这是很多新的IB学校要面临的实际问题。






As a new IB World School, how can we make the curriculum framework and characteristics follow these 3 criteria within a short period: parents can see, teachers can touch, and children grow well?

And how can we give the learning community a strong sense of identity and participation in this programme within a short period ? These are practical problems that many new IB World schools are facing.

Through studying IB teaching documents, practical trials, and reflection, we have found that ATL development in early years learning has the following 4 benefits: It’s the most permeable course element in the PYP curriculum framework for children's daily lives; it is easiest for teachers to learn, and it has the most obvious visualization effect, and it is easiest for parents to understand.

Over the past three years, we have accumulated some experience in understanding and practicing ATL development in early years learning, hoping to provide some inspiration or reference for schools in need, including:

1. Basic path: Making it reachable for teachers - deconstructing the specific expressive behavior of ATL in early years;

2. Advanced Path: Making Children Grow Well - Effectively Setting ATL objectives and supporting strategies in Kindergarten Life and Learning;

3. High level path: Making parents see - Collaborate with parents to practice ATL cultivation together.





Creating the positive culture for learning community





How to create a positive, efficient learning community? It is the same topic that IB World Schools always need to take in account. To create an international mindedness school culture, a positive, efficient learning community can empower members’ life-long learning, stimulate their agency and dynamic role. The facilitator would love to take King’s Kindergarten Shenzhen as an example to share how they create the learning community though management culture, curriculum culture & community cooperative culture according to their practices. 




At the PYP Kindergarten section forum, six distinguished speakers presented their insights on the holistic development of kindergarten education. Their discussions illuminated not only the value and challenges associated with the localization of international curricula but also outlined pathways and strategies for sustainable development. The exemplary cases shared by these experts have served as inspiring models for the future-oriented, integrated approach to early childhood education in China. These examples represent not just enlightening moments for educators but also mark significant breakthroughs in preschool education.

We are encouraged to maintain an international perspective on education, drawing upon the valuable experiences and wisdom shared at this forum. Our aim is to enhance the quality of IB early childhood education, nurturing children who possess both a deep connection to Chinese culture ("a Chinese heart") and a broad understanding of the world ("world eyes"). This holistic approach to education is essential in preparing our youngest learners for the global community of tomorrow.




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Localization Practice of International Curriculum | CISA Macau Annual Conference Kindergarten Branch Seminar