The 1st Annual Conference hosted by Chong Wa International Baccalaureate Schools Association (CISA) with the theme of “Implementing the IB Curriculum in the Local Chinese Context” was grandly opened at Macao Kaoyip Middle School on December 2nd, 2023. Four educators with rich experience from different member schools shared their valuable experience in the localization practice of IB courses.

MYP融合新课标的实践探索：以ATL思考技能助推学科核心素养

Exploration of the Integration of MYP and New Curriculum Standards: Boosting Subject Core Literacy with ATL Thinking Skills

思考技能是IB五大学习技能的其中一个技能，其又包含了批判性思维，创造性思维以及转移技能。在中国教育部2022年最新颁布的13个课程标准中，有8个课程标准明确地将思维能力作为该课程的核心素养内涵，比如生物、化学、物理所要求的“科学思维”等。由此可见，无论是IB还是中国国家课程，都把学生的思考技能，或者说思维能力的培养放在了学科的核心位置。本次分享将聚焦ATL思考技能如何助推新课标关于思维的核心素养的养成，其中包括ATL思考技能以及新课标关于思维的核心素养的对比研究，如何在学科课程以及拓展课程当中使用不同的思维工具以及学习策略以显性教授思考/思维技能，促进学生的思维能力的发展，并提供相应的课例分享。中黄外国语实验学校/ 学术副校长/MYP协调员

Thinking skills is one of the five ATL of IB, which includes critical thinking skills, creative thinking skills, and transfer skills. In the 13 curriculum standards newly promulgated by the Chinese Ministry of Education in 2022, 8 curriculum standards explicitly include thinking skills as the core literacy of the course, such as the "scientific thinking" required by Biology, Chemistry and Physics. It can be seen that both the IBO and the Chinese national curriculum place the cultivation of students' thinking skills, or thinking ability, at the core of the discipline. This sharing will focus on how ATL thinking skills can promote the development of the core literacy of thinking in the new curriculum standards. This includes a comparative study of ATL thinking skills and the core literacy of thinking in the new curriculum standards, how to use different thinking tools and learning strategies in subject courses and extension courses to explicitly teach thinking skills, promote the development of students' thinking abilities, and provide corresponding lesson case sharing.

新课标中“语文学习任务群”与IB评估任务的融合要素

The integration of the "Chinese Learning Task Groups" from the New National Curriculum Standards with IB assessments

常州外国语附属双语学校/语言与文学学科组长/助理协调员

随着《义务教育语文课程标准(2022年版)》的颁布，明确了“语文学习任务群”是语文课程内容组织与呈现方式的一种，且教学倾向于利用“学习任务”来指称语文教学实施单位。而在IB中学项目课程中，教学采用概念贯穿的探究式驱动教学，语言与文学课程皆以大单元、形成性评估任务和总结性评估任务为纲。但IB并没有规定教学内容，因此以任务群组织与呈现的教学内容，刚好可以融入IB的课程理念，让IB学校中学项目课程架构更趋完善。此次分享的重点即为以语言与文学为例，如何设计IB形成性评估任务与总结性评估任务，使其单元教学与中国国家课程倡导的“语文学习任务群”相契合。

With the issuance of the "Compulsory Education Chinese Curriculum Standard (2022 Edition)," it is clarified that the "Chinese Language Learning Task Group" is a way of organizing and presenting the content of the Chinese curriculum, and teaching tends to use "learning tasks" to refer to units of Chinese language teaching. In the IB MYP curriculum, teaching follows a concept-driven, inquiry-based approach, and both language and literature courses are structured around major units, formative assessment tasks, and summative assessment tasks. However, IB does not prescribe specific teaching content. Therefore, organizing and presenting teaching content in the form of task groups aligns well with the IB curriculum philosophy, enhancing the structure of IB MYP courses in international schools. The focus of this presentation is how to design IB formative assessment tasks and summative assessment tasks, using the example of language and literature, to align with the concept of "Chinese Language Learning Task Groups" advocated by the Chinese national curriculum.

概念驱动下的融合课程

Concept-based integrated Curriculum

广州暨大港澳子弟学校/MYP协调员/IBEN/Lynn Erickson 概念为本课程与教学官方授权培训师

本次分享以“概念驱动下的融合课程”为目标，结合我校在实践概念课程中遇到的挑战，从概念选择、探究说明设计到三类探究问题的打磨在到探究策略的选择，一步步帮助老师梳理概念驱动课程中遇到的问题及可采用的策略。最后通评估实现概念的连贯统一。

In this session, we will focus on the ‘concept-based integrated curriculum’. Combining the challenges encountered in implementing concept-based courses at our school, we will guide teachers step by step through the process of concept selection, designing inquiry explanations, refining three types of inquiry questions, and selecting inquiry strategies. This will help teachers clarify the issues faced in concept-driven courses and identify applicable strategies. Finally, the assessment tasks will be conducted to ensure the coherent and unified implementation of concepts.

跨学科教与学-以教业中学为例

Interdisciplinary Teaching and Learning at Kao Yip Middle School

澳门教业中学MYP协调员

本次演讲旨在展教业中学在本土背景下跨学科教学的实际实践。讲者将阐述他的教学团队如何解读2021年出版的MYP跨学科学习新指南，以及他们的解读如何影响他们的教学方法。此外，讲者也会阐述课程中的规划、实施、反思等不同阶段是如何进行的，以及所遇到的挑战与因应策略。

This presentation aims to demonstrate the actual practices of interdisciplinary teaching and learning in the local context of Kao Yip Middle School. The speaker will explain how his teaching team has interpreted the new guide of MYP Interdisciplinary Learning published in 2021, and how their interpretation influences their approaches of teaching. In addition, the speaker will also illustrate how different stages including planning, implementation and reflection have been done in the process, as well as the challenges encountered and the strategies to address the difficulties.

在此次MYP分会场论坛中，我们通过四位嘉宾的分享，深入探讨了国际课程融合国家新课标目标探索实践，课程设计与教学策略等专题，为MYP学段的创新发展建言献策。中华国际文凭学校协会(CISA)为IB教育工作者提供了一个交流与合作的平台，我们希望透过学习和交流融合项目经验，更好地服务于国际教育，更好的终身教育!

In the MYP breakout session, through the sharing of four presenters, we deeply discussed the exploration and practice of the Integration of MYP and New Curriculum Standards, curriculum design and teaching strategies and other topics, so as to offer suggestions for the innovative development of the MYP section. CISA provides a platform for IB educators to communicate and collaborate, we deeply hope to learn and exchange experience through different forums, so that we can better serve international education and better lifelong education!