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14

2021-01

Kindergarten-Grade 6 Environmental Awareness
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By Ian Thomas

One of the major goalsof the GIC program has been to develop more continuity between both gradelevels and departments, from kindergarten to high school. We have alwaysbelieved in helping students see what that next step will be, and to inspirethem to learn through creativity, yet still maintain high testing standards,such as on IXL (the goal, which, is to see what you should learn next).Hands-on learning and PBL—two long-standing aspects of GIC—have, over theyears, been incorporated into multiple programs across Huamei. Witnessing thisfirst-hand as the kindergarten’sprogram coordinator several years ago (helping to implement IB), I would saythe curriculum design and class structure across departments has not onlybecome even stronger than before, but has aligned and adapted to reach similarstandards.


For this reason, GIC’s grade six made a recent effort to inspire younger onesand lead by example as they invited kindergarten’s K1 students to present whatthey have been learning in their PBL: Environmental Awareness. Not only is thisa hot topic in our current world, but it’s a significant part of our globalperspectives studies in grade six, connecting the United Nations SustainableDevelopment Goals (17) with our language arts and science-related PBL; a move,that, with our values-related practice and research, has helped grade sixbecome more aware about their own actions and how to become better individuals.In GIC, this is seekers, affirmers, and changers; in IB, it’s the ten learnerprofiles, ranging from thinkers and inquirers, to risk-takers andcommunicators. However, it’s not the differences that separate our programs,but the similarities in how profiles and values educate the students, andprojects spawn imagination.


Huamei’s K1 students lined up at the frontof the grade six classroom, presented their poster and gave a speech on theharmful effects of pollution, climate change, and how we can be betterindividuals by being responsible for our own actions. To show how they agreewith the kindergarten, grade six students signed their names on the poster, aspart of a pact to do their part in helping to curb climate change. I was proudto see both the kindergarten and primary GIC students connect through theirPBL’s and invoke more awareness for sustainable development and global warming.With plans for GIC’s primary and middle schools to connect on their futureprojects—as both are researching the sustainable development goals—I’m lookingforward to seeing even more progress between departments and how the GICstudents will develop, both as individuals, and as a family.

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