PYP UOI1
小学部
探究单元1
一年级PYP1
学生开始观察自己的行为如何影响自己和周围的人，这为理解责任与后果的概念奠定着坚实的基础。
Students start by looking at how their actions impact both themselves and those around them, setting the stage for understanding the concepts of responsibility and consequences.
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二年级PYP2
从关注自身的学习模式扩展关注团队合作和协作，学生开始思考并如何合作可以最终收获共同的成功。
This learning expands to focus on teamwork and collaboration, where they learn how working together can lead to shared success.
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三年级PYP3
探究的重心转向人类生物学，学生探索身体系统如何共同发挥作用以维持生命，以及自己有责任通过关注自己的生活方式对照顾自己的身体进行优化选择。
The inquiry shifts towards human biology, as students explore how the body’s systems function together to keep us alive, and how we have a responsibility to take care of our bodies by being mindful about our lifestyle choices.
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四年级PYP4
重点转向探究心理健康的重要性，学生通过各种活动，学习如何将 PERMA 融入Ta们的生活。
The focus shifts to the importance of Mental Health, and students learned through various activities how they could incorporate PERMA into their lives.
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五年级PYP5
当学生到达PYP5时，便开始探索影响福祉的不同因素是如何相互关联的，并转化为实践：如何把这些因素平衡到生活中。
By the time they reach PYP5, our students explore how different elements that impact our well-being are interconnected, and internalize how a balanced lifestyle contributes to overall health and happiness.
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通过每个年级，学生建立更广泛的视角，但始终以发现“我们是谁”为共同焦点。
Through each grade, students build a broader perspective, but always with a shared focus on discovering Who We Are.
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PYP1一年级
自身行为的选择是如何影响自己及Ta人
How We Choose to Behave Affects
Ourselves and Others
一年级的学生在探究单元1中探究思考了“自身行为的选择是如何影响自己和他人的”。通过探究，Ta们对自身行为、对自己及Ta人所负有的责任以及如何尊重规则有了了解。了解了行为、安全、卫生和情绪后，制作了“情绪颜色轮”等工具来表达和明确如何管理情绪。同时Ta们也制作了关于卫生主题的海报以及关于口腔健康的黏土牙齿模型，专注于在校期间保持自身健康。通过实践现实生活中的场景，来表达自己对行为后果及对Ta人所负有责任的理解。
In PYP1, students explored the central idea that "how we choose to behave affects ourselves and others." Through this inquiry, they developed an understanding of the impact of their actions, the importance of rules, and their responsibility to themselves and others. Students learned about behaviour, safety, hygiene, and emotions, creating tools like a "feelings colour wheel" to express and manage emotions like anger. They also created posters about hygiene and modelled teeth out of clay, focusing on staying healthy at school. For their summative assessment, students role-played real-life school scenarios, demonstrating their understanding of the consequences of behaviour and their responsibility to others.
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二年级PYP2
团队协作，实现共赢
Working Together as a Team We Can All Win
二年级学生探究的中心思想“团队协作，共同获得阶段性的成功”。Ta们通过参与团队建设，完成创意小组项目，并通过共同阅读书籍后复盘讲述故事来探讨团队合作的意义。探究过程中的无论是游戏还是活动都是为了帮助学生能够通过清晰沟通来解决问题，同时也在其中收获团队的归属感。
PYP2 students explored the central idea "working together as a team we can all win." They engaged in team-building exercises, worked on creative group projects, and explored the value of teamwork through storytelling with books like Swimmy and The Rainbow Fish. Games and activities that required clear communication helped students understand how working together leads to shared success, fostering a sense of belonging and teamwork in the classroom.
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三年级PYP3
人体系统共同作用实现健康和生存
Systems in the Human Body Work Together
for Our Health and Survival
三年级学生探究的中心思想是“人体的各个系统共同作用，促进自己的健康和生存”。Ta们探索了骨骼、肌肉、内部器官，并了解了这些器官相互依存以保持身体健康。探索后拿起画笔画出各小组所选择的不同身体系统并进行标注。动手的实践和研究，加深了Ta们对不同器官和系统结构与功能的理解。
In PYP3, students investigated the central idea that “systems in the human body work together for our health and survival.” They explored various body systems, such as the skeletal, muscular, and internal organs, and learned about the interdependence of these systems for maintaining health. Through hands-on activities, research, and experiments, students deepened their understanding of the structure and function of different organs and systems, culminating in an assessment where they drew and labelled a body system of their choice.
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四年级PYP4
了解自身独特性将PERMA融入生活
Understanding Our Personalities Will
Help Us Incorporate PERMA Into Our Lives
在四年级的第一个探究单元中，学生在PERMA模式的引导下通过了解自己的个性，深入探究了心理健康的概念。PERMA代表着积极情绪投入、关系、意义和成就——这个模型可以帮助学生改善心理健康，过上更充实的生活。
In their first Unit of Inquiry for PYP 4, students have been diving into the concept of mental health, guided by the idea that understanding our personalities can help us bring more PERMA into our lives. PERMA stands for Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment—a model that helps us improve our mental well-being, leading to more fulfilling lives.
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在整个探究单元中，学生探索自己的个性，发现了同学间的共同点与不同点。为建立相互尊重、且相互包容的学习环境奠定一个坚实的基础。
Throughout this unit, students explored their own personalities, discovering both shared and unique traits within their classmates, which helped building a safe community and mutual respect and acceptance.
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值得一提的是四年级的学生在探究单元中保持着一个健康日志的更新。在健康日志中Ta们反思自己的日常选择和经历。透过记录观察自己情绪，塑造属于自己的整体情绪与幸福感空间。这样内省实践项目鼓励学生更加关注自己和自己周围世界的不同方面——无论是积极的还是具有挑战性的。定期的日志，不仅能够加深自我意识的觉醒也能在其中学会接纳别人的不同意见。达到长期保持情绪稳定的健康状态。
As part of their learning, students also kept a well-being journal, a space where they could reflect on how their daily choices and experiences shaped their emotions and overall sense of well-being. This introspective activity encouraged them to become more mindful of their own personality traits and how different aspects of the world around them—whether positive or challenging—could influence their feelings. By regularly journaling, students deepened their self-awareness, gaining valuable insights into how their actions and surroundings impact their emotional health.
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此外，班级还创建了一个感恩墙，学生在这里分享Ta们所感激的事情。Ta们甚至将这项活动推广到整个校园，鼓励每个人都表达自己的感激之情，为社区的和谐做出贡献。
In addition, the class created a Gratitude Wall, where students shared what they were thankful for. They even extended this activity to other primary students, encouraging everyone to express their gratitude and contribute to the collective positivity.
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五年级PYP5
健康平衡的生活方式使人类进步
We Feel Good About Ourselves When We Have
Healthy Habits and a Balanced Lifestyle
在五年级的探究单元中，学生们的探究主题为“当我们拥有健康平衡的生活方式时，自身机能会感觉良好”。在这个探究单元中，学生们关注社会、身体、情感、学术和精神健康之间的相互联系，强调了保持平衡生活方式的重要性。综合思考各项因素间的关联，并反思自身的选择如何影响整体福祉。五年级教学组由形式、功能和责任等关键概念指导学生深入理解并运用概念到自己平衡的生活方式中，促进幸福感的产生。
In PYP5, students explored the central idea that “we feel good about ourselves when we have healthy habits and a balanced lifestyle.” This unit focused on the interconnectedness of social, physical, emotional, academic, and mental health, highlighting the importance of maintaining a balanced lifestyle. Students examined how each aspect influences the others and reflected on how their choices affect their overall well-being. The key concepts of form, function, and responsibility guided students in understanding what a balanced lifestyle looks like and how it contributes to their sense of well-being.
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每一个年级的每一个探究单元都是中外教联合备课精心设计的。这样做得目的是确保学生在小学阶段的整个学习过程中能够接受平稳、连贯的旅程。随着年级的升高，每一级都深入探究超学科主题“我们是谁”，探讨一个与年龄相适应的核心理念，并将其个人与社会责任的大背景联系起来。
At BIBS, our Programme of Inquiry (POI) is carefully crafted to ensure that students experience a smooth and connected journey throughout their time in the Primary Years Programme (PYP). As they move up through the grades, each level dives into the transdisciplinary theme Who We Are, exploring a central idea that’s age-appropriate, and tied to the bigger picture of personal and social responsibility.
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10月31日 周四 9:00-12:00
青苗昆明全龄段开放日
长按识别二维码即刻完成报名
9:00-12:00 Thur. 31st Oct.
BIBS Kunming Open Day
Identify QR code to complete registration
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