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中学课程

泰国UWC国际学校的中学课程(MYP)专为6-10年级的学生设计。顾名思义,它是介于小学课程(PYP)和国际文凭大学预科课程(DP,即IB的最后两年课程)之间的五年。中学教育项目旨在挑战学生在八个核心科目(语言A,语言B,数学,艺术,人文,应用技术,体育和科学)中追求卓越的学术,同时高度重视所谓的学习方法(ATL)。在中学教育项目中,我们继续保持小班制教学,以便老师能够掌握学生的学习情况的不同需求。 

在泰国UWC国际学校,我们相信,当学生的学习经历具有背景,并与他们的生活和他们所经历的世界相联系时,他们的学习效果最好。利用全球背景,中学学生探索人类身份,全球挑战以及具有国际意识的含义。

中学课程的概念理解: 概念是在特定学科和跨学科领域具有相关性的大概念。中学学生以概念为载体,探究具有个人、地方和全球意义的问题和思想;并全面审视知识。

学习方法(ATL): 作为贯穿所有MYP科目组的统一主线,学习方法为独立学习提供了基础,并鼓励学生在陌生的环境中应用他们的知识和技能。发展和应用这些技能有助于学生学会如何学习。

服务即行动(社区服务): 行动和服务一直是国际文凭社区的共同价值观。国际文凭学校的目标是建立一个由学习者组成的社区,他们努力成为社区中富有爱心的成员,并表现出对服务的承诺--为他人的生活和环境带来积极变化。服务即行动是泰国UWC国际学校课程的一个组成部分,特别是在中学课程的社区项目中。

语言和身份: 中学课程的学生需要学习至少两种语言。学习以各种方式进行交流是他们发展跨文化理解的基础,对他们的身份确认至关重要。

泰国UWC中学课程

下面的每个标签都是泰国UWC国际学校六年级到十年级的中学课程概览。每个单元都在不断发展和改进,以最好地满足我们学生的需求;因此,下面的概述反映了这些课程的当前计划。由于整个学年的修订和规划,这些课程可能会发生一些变化。

中学家长的常见问题

"艺术的目的不是表现事物的外在形象,而是表现其内在的意义"。- 亚里士多德

艺术是人类表达的一种普遍形式,也是一种独特的认识方式,它使我们参与到有效的、富有想象力的和富有成效的活动中。通过艺术学习帮助我们探索、塑造和交流我们的身份感和个性。对个人的关注增强了我们的自信心、复原力和适应力。它通过对身份的认可,鼓励我们的归属感和社区感。

在青少年时期,艺术为学生的社会、情感、智力和个人智能提供了一个适合其年龄的全面发展的机会。在中学的艺术课程中,学生有机会作为艺术家和艺术学习者发挥作用。艺术家必须要有好奇心。通过培养对自己、他人和世界的好奇心;学生成为有效的学习者、探究者和创造性问题解决者。学生通过创造、表演和展示艺术的方式来发展,吸引和传达感情、经验和想法。正是通过这种实践,学生获得了新的技能,并掌握了在先前学习中形成的技能。

中学艺术课程的目的是鼓励并使学生能够:

  • 创作和展示艺术,
  • 发展本学科的具体技能,
  • 参与创造性探索和(自我)发现的过程,
  • 在调查和实践之间建立有目的的联系,
  • 理解艺术和其背景之间的关系,
  • 对艺术作出反应并进行反思,
  • 并加深他们对世界的理解。

课程概述:

戏剧课程概览 6-10年级

音乐课程概览 6-10年级

视觉艺术课程概览 6-10年级

“Design is not just what it looks like and feels like. Design is how it works.”

Design, and the resultant development of new technologies, has given rise to profound changes in society: transforming how we access and process information, how we adapt our environment, how we communicate with others, how we are able to solve problems, and how we work and live.

Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems; and allowing them to redefine and manage the generation of further thought through prototyping, experimentation, and adaptation. It is human-centred and focuses on the needs, wants, and limitations of the end user. Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by all. The use of well-established design principles and processes increases the probability that a design will be successful. To do this, designers use a wide variety of principles which, taken together, make up what is known as the design cycle.

The aims of MYP Design are to encourage and enable students to:

  • enjoy the design process, develop an appreciation of its elegance and power;
  • develop knowledge, understanding, and skills from different disciplines to design and create solutions to problems using the design cycle;
  • use and apply technology effectively as a means to access, process and communicate information;
  • model and create solutions, and to solve problems;
  • develop an appreciation of the impact of design innovations for life, global society, and environments;
  • appreciate past, present, and emerging design within cultural, political, social, historical and environmental contexts;
  • develop respect for others’ viewpoints and appreciate alternative solutions to problems; and
  • act with integrity and honesty while taking responsibility for their own actions developing effective working practices.

课程概述:

Design Curriculum Overview Grade 6-10

MYP Individuals and Societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies, and environments. It encourages learners, both students and teachers, to consider local and global contexts. MYP Individuals and Societies incorporates disciplines traditionally studied under the general term “humanities” (such as history and philosophy), as well as disciplines in the social sciences (such as economics, business management, geography, sociology, and political science).

In this subject group, students can engage with exciting and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterised by respect and open-mindedness. The study of Individuals and Societies helps students to appreciate, critically, the diversity of human culture, attitudes, and beliefs.

Courses in this subject group are important for helping students to recognise that content and methodology can be debatable and controversial, and for practising the tolerance of uncertainty.

The aims of MYP Individuals and Societies are to encourage and enable students to:

  • appreciate human and environmental commonalities and diversity;
  • understand the interactions and interdependence of individuals, societies, and the environment;
  • understand how both environmental and human systems operate and evolve;
  • identify and develop concern for the well-being of human communities and the natural environment;
  • act as responsible citizens of local and global communities; and
  • develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies, and the environments in which they live.

课程概述:

Individuals and Societies Curriculum Overview Grade 6-10

“Learning to speak another’s language means taking one’s place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people.”

— Savignon (1983)

The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to the IB’s mission. The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes, and craft of language; and the concept of culture, and to realise that there are diverse ways of living, behaving and viewing the world.

The aims of the teaching and learning of MYP language acquisition are to:

  • gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage;
  • develop a respect for—and understanding of—diverse linguistic and cultural heritages;
  • develop the student’s communication skills necessary for further language learning and for study, work, and leisure, in a range of authentic contexts and for a variety of audiences and purposes;
  • enable the student to develop multi-literacy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication;
  • enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning;
  • enable the student to recognise and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy;
  • enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components;
  • offer insight into the cultural characteristics of the communities where the language is spoken;
  • encourage an awareness and understanding of the perspectives of people from their own and other cultures, leading to involvement and action in their own and other communities;
  • and to foster curiosity, inquiry and a lifelong interest in—and enjoyment of—language learning.

课程概述:

Intensive English Curriculum Overview Grade 6-9

English Language Acquisition Curriculum Overview G10

French Language Acquisition Curriculum Overview Grade 6-10

Mandarin Language Acquisition Curriculum Overview Grade 6-10

Thai Language Acquisition Curriculum Overview Grade 6-10

“Language is what makes us human. It is a recourse against the meaningless noise and silence of nature and history”.

— Octavio Paz

Language is fundamental to learning, thinking, and communicating; therefore it permeates the whole curriculum. Indeed, all teachers are language teachers, continually expanding the boundaries of what students are thinking about. Mastery of one or more language enables each student to achieve their full linguistic potential.

“Literature is the art of discovering something extraordinary about ordinary people, and saying with ordinary words something extraordinary.” — Boris Pasternak

Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognise that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.

The aims of MYP language and literature are to encourage and enable students to:

  • use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction;
  • develop the skills involved in listening, speaking, reading, writing, viewing, and presenting in a variety of contexts;
  • develop critical, creative, and personal approaches to studying and analysing literary and non-literary texts;
  • engage with text from different historical periods and a variety of cultures;
  • explore and analyse aspects of personal, host, and other cultures through literary and non-literary texts;
  • explore language through a variety of media and modes;
  • develop a lifelong interest in reading; and 
  • apply linguistic and literary concepts and skills in a variety of authentic contexts.

课程概述:

English Language and Literature Curriculum Overview Grade 6-10

Thai Language and Literature Curriculum Overview Grade 6-10

“Neglect of mathematics works injury to all knowledge, since he who is ignorant of it cannot know the other sciences or the things of the world.” — Roger Bacon (1214–1294)

The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning, and problem-solving skills that contribute to the development of logical, abstract, and critical thinking. Mathematics can help make sense of the world and allows phenomena to be described in precise terms. It also promotes careful analysis and the search for patterns and relationships: skills necessary for success both inside and outside the classroom. Mathematics, then, should be accessible and studied by all students.

Studying mathematics; however, should be more than simply learning formulae or rules. Students should not have the impression that all of the answers to mathematics can be found in a book but, rather, that they can be active participants in the search for concepts and relationships. In that light, mathematics becomes a subject that is alive with the thrill of exploration and the rewards of discovery. At the same time, that new knowledge may then be applied to other situations, opening up even more doors for students. MYP mathematics promotes both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and that are useful in the world outside school.

The aims of MYP mathematics are to encourage and enable students to:

  • enjoy mathematics, develop curiosity and begin to appreciate its elegance and power;
  • develop an understanding of the principles and nature of mathematics;
  • communicate clearly and confidently in a variety of contexts;
  • develop logical, critical, and creative thinking;
  • develop confidence, perseverance, and independence in mathematical thinking and problem-solving;
  • develop powers of generalisation and abstraction;
  • apply and transfer skills to a wide range of real-life situations, other areas of knowledge, and future developments;
  • appreciate how developments in technology and mathematics have influenced each other;
  • appreciate the moral, social, and ethical implications arising from the work of mathematicians and the applications of mathematics;
  • appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives;
  • appreciate the contribution of mathematics to other areas of knowledge;
  • develop the knowledge, skills, and attitudes necessary to pursue further studies in mathematics; and
  • develop the ability to reflect critically upon their own work and the work of others.

课程概述:

Mathematics Curriculum Overview Grade 6-10

“Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity.” — John F Kennedy

MYP Physical and Health Education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy choices. To this end, Physical and Health Education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in Physical and Health Education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

Physical and Health Education focuses on both learning about, and learning through, physical activity. Both dimensions help students to develop Approaches to Learning (ATL) skills across the curriculum. Physical and Health Education contributes a unique perspective to the development of the attributes of the IB learner profile, promoting the health of individuals and communities.

The aims of MYP Physical and Health Education are to encourage and enable students to:

  • use inquiry to explore Physical and Health Education concepts,
  • participate effectively in a variety of contexts,
  • understand the value of physical activity,
  • achieve and maintain a healthy lifestyle,
  • collaborate and communicate effectively,
  • build positive relationships and demonstrate social responsibility, and
  • reflect on their learning experiences.

课程概述:

Physical and Health Education Curriculum Overview Grade 6-10

“The scientific mind does not so much provide the right answers as asks the right questions.” – Claude Lévi-Strauss

With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum must explore the connections between science and everyday life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.

Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students should learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.

The aims of MYP sciences are to encourage and enable students to:

  • understand and appreciate science and its implications;
  • consider science as a human endeavour with benefits and limitations;
  • cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations, and judge arguments;
  • develop skills to design and perform investigations, evaluate evidence and reach conclusions;
  • build an awareness of the need to effectively collaborate and communicate;
  • apply language skills and knowledge in a variety of real-life contexts;
  • develop sensitivity towards the living and non-living environments; and
  • reflect on learning experiences and make informed choices.

课程概述:

Science Curriculum Overview Grade 6-10

Thai Language and Culture is designed to be the intercultural guide to Thai culture, society, language, and etiquette. This course prepares the students to understand Thai people through Thai language and events.

A key aim of the Thai Language and Culture for the students to be able to respond and interact appropriately in Thai community. Participation in this class is a requirement from the Ministry of Education in Thailand.

 

课程概述:

Thai Language and Culture Curriculum Overview Grade 6-10

Experiential learning activities (service programmes and outdoor education) are at the heart of the UWC Thailand International School educational model. UWC Thailand’s commitment to community and service is embedded in its learning philosophy and embraced by its mission, where UWCT aims to challenge and inspire students to act for the good of all and for the sustainable development of the planet.

At UWC Thailand International School participation in this course actively promotes engagement and leadership that brings myriad benefits to our students as well as the communities the projects serve. Now more than ever, we need our students to know, understand, and inspire each other to make a difference.

The experiential learning programme that is offered during the MYP Years at UWC Thailand International School allows us to use knowledge gained during classroom discussions to actively seek practical solutions to problems encountered. For many students, this component of their UWCT experience will be among their most enjoyable and meaningful.

The experiential learning programme builds upon the value “service as action” initiated in the Primary School and continues as an essential component of the learning process, both as part of the UWCT educational philosophy, and as a practical outcome of students’ learning. Students are encouraged to make connections between the things they learn as part of MYP and in their surroundings, as well as think about what they can give the community and what benefits the community can bring to them.

This unique course at UWC Thailand International School offers students the opportunity to participate in a variety of different service, teamwork, leadership, Duke of Edinburgh, and adventurous outdoor activities. Through participation in the experiential learning programme, each individual will be challenged to develop a spirit of discovery, self reliance, develop a range of personal skills, become more aware, concerned and responsible in their service to the local and global community.

 

课程概述:

UWCT Experiential Learning Curriculum Overview Grade 6-10

‘Social Emotional Learning and Mindfulness’ (SEL & M) is one of the 5 core pillars of the United World College Thailand Educational Model.

中学的社会情绪学习和正念课程是由我们学生的3个总体目标驱动的。

Goal 1: To build mindful self-awareness in order to make more intentional choices that support lifelong wellbeing and a sense of purpose.

A.  Identify, inquire into and learn to work with thoughts, emotions and patterns of behaviour.

B.  Recognise personal strengths/challenges, and identify internal and external supports.

C.  Show the ability to set own goals, and demonstrate self-compassion and resilience in working

      towards them.

 

Goal 2: To develop social awareness and interpersonal skills to establish and sustain healthy relationships.

A.  Recognise others’ emotions and develop empathy.

B.  Show curiosity in exploring diverse perspectives in order to develop greater understanding and

      respect.

C.  Use their understanding of themselves and others to interact thoughtfully and with kindness.

D.  Show the ability to effectively resolve interpersonal conflicts with compassion and courage.

 

Goal 3: To make choices with integrity for our own lives, our communities, and our environments, that foster peace and sustainability.

A.  Consider ethical, socio-cultural and sustainability factors in making decisions.

B.  Ability to make decisions that serve to responsibly approach the circumstances individuals and

     communities face.

C.  Actively contribute to the wellbeing of one’s immediate and broader communities and environments.

泰国UWC的学生首先探索这些目标,然后在实践、应用和反思他们的经验和所学到的东西时,得到支持以发展与这些目标相关的技能。社会情绪学习和正念教育被纳入所有的学习经验中,作为不断实现我们的座右铭的一种方式。 以“善良的心地,平衡的心态,健康的身体"为校训来追求我们的泰国UWC的使命。

以下是泰国UWC的社会情感学习以及正念的目标,这些目标按年级划分,在学生适当探索每个目标时,扩大了深度和探究:

Grade 6 UWCT SEL&M Goals

Grade 7 UWCT SEL&M Goals

Grade 8 UWCT SEL&M Goals

Grade 9 UWCT SEL&M Goals

Grade 10 UWCT SEL&M Goals

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