我校IBPYP小学项目，自2019年成功获取国际文凭组织(IBO)授权后，最近顺利完成了第一个5年PYP项目复评。
Since obtaining authorization for the IB Primary Years Programme from the International Baccalaureate Organization (IBO) in 2019, our School has recently completed our first five-year PYP programme evaluation.
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IBO官方对于我校PYP小学项目的五年实施情况，给予了高度评价，认为我校在“目的、环境、文化和学习”四个方面，都展示出超越要求的发展。
The IBO has given high praise for the implementation of our school's Primary Years Programme over the past five years, considering that our school has demonstrated development that beyond the requirements in the areas of "purpose, environment, culture, and learning."
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评价1：学校因致力于培养学生全面发展而备受推崇
碧桂园十里银滩学校（CGSBS）致力于培养学生全面发展，也因这种承诺而备受推崇。学校强调培养家国情怀、国际视野、领袖品质和终身学习理念。这种全面而综合的教育方式深受学生和家长的欢迎，他们寻求的是一种全面而均衡的教育，为学生在全球化世界中取得成功做好准备。
Country Garden Silver Beach School (CGSBS) is highly esteemed for its commitment to nurturing students' holistic development. It emphasizes fostering national characteristics, international-mindedness, leadership qualities, and a lifelong learning ethos. This comprehensive approach appeals to both students and parents seeking a well-rounded education that prepares
students for success in a globalized world.
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学校的学生和教职员工来自不同的国家、文化和语言背景，主要来自中国各地，也有一小部分学生和老师来自美国、英国、法国、乌克兰和俄罗斯等国家，丰富了学校的文化和语言环境。
The student body and staff at CGSBS represent diverse national, cultural, and linguistic backgrounds, predominantly from various regions of China. Although the majority are Chinese-speaking, there is a small percentage of students and teachers from countries such as the United States, the United Kingdom,France, Ukraine, and Russia, enriching the cultural and linguistic milieu of the school.
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学校明确致力于实现国际文凭组织的使命，营造积极的学校文化，并为师生提供必要的资源和支持。值得一提的是，该校教师采用有效的教学和评估方法，促进基于探究的连贯学习。
The student body and staff at CGSBS represent diverse national, cultural, and linguistic backgrounds, predominantly from various regions of China. Although the majority are Chinese-speaking, there is a small percentage of students and teachers from countries such as the United States, the United Kingdom,France, Ukraine, and Russia, enriching the cultural and linguistic milieu of the school.
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我校充分展现了其对国际文凭课程原则的承诺和持续改进的精神。学校的教师和领导层怀着满腔热情，不断展示学生的学习成果。学校的管理团队对课程实施表示全力支持。学校社区成员对小学项目课程表现出强烈的承诺。
评估团队认识到并欣赏学校在实施小学项目课程中对国际文凭课程理念的承诺。
学校对课程的实施总体上与国际文凭课程的标准和实践保持一致。
IBO官方认为我校在“目的、环境、文化和学习”四个方面都展示出超越要求的发展。
Country Garden Silver Beach School exemplifies a commitment to IB principles and continuous improvement. The teachers and school leadership at the school have a passionate drive to continually showcase learning. The governing body expresses full support for the implementation of the programme. Members of the school community show strong commitment to the Primary Years Programme.
The evaluation team recognizes and appreciates the commitment of the school to the IB philosophy in the implementation of the Primary Years Programme.
IBO considers that our school has showed development beyond requirements in the aspects of purpose, environment, culture and learning.
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评价2：学校项目优势突出，校长经验丰富，社区成员体现了学习者培养目标。
学校通过提供三种国际文凭课程，展示了其对整体教育方法的承诺。
学校校长经验丰富，具备履行其职责的资质，致力于实现学校目标，并积极参与促进学生学习的专业发展活动。
学校社区成员体现了国际情怀和国际文凭学习者培养目标。
The school demonstrates commitment to a holistic approach to education by offering three IB programmes at the school.
The school principal is highly experienced and qualified for his assigned responsibilities, are committed to the school’s purpose, and engage in ongoing professional development that promotes student learning.
Members of the school community embody international-mindedness and the IB learner profile attributes.
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评价3：学校提供了必要的组织结构、制度和资源。
学校有效地利用调查问卷数据来确定学校发展的优先项。
主管部门和学校的领导团队实践负责任的资源规划，以促进课程的可持续发展。
学校的设施充足、安全、实用、维护良好，并支持学校的使命和学生的学习。
学校提供诸如心理健康中心等服务，以支持学生的身心健康并优化获得学习机会的途径。
学校在国际文凭课程内优先考虑学习和教学的需求，并利用家长和当地环境来改进教学和学习实践。
学校促进碧桂园教育集团内的深度参与，利用智慧和专长来加强其国际文凭课程的实施。
The school uses data from surveys and questionnaires effectively to make decisions regarding school priorities.
The governing body and school leadership practise responsible resource planning for the sustainable development of the programme.
The school’s facilities are adequate, safe, functional, well-maintained and support the school’s mission and students' learning.
The school provides services such as the Wellbeing Centre to support student's wellbeing and optimize access to learning opportunities.
The school prioritizes the needs of learning and teaching within IB programmes. Parents and local environment are used to enhance teaching and learning practices.
The school fosters strong engagement within the Country Garden School system, drawing upon wisdom and expertise to enhance the execution of its IB program(s).
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评价4：学校创建了积极进取的学校⽂化。
学校社区中各利益相关者群体的角色和职责在政策中得到了明确界定和阐述，支持了国际文凭理念能够蓬勃发展的文化。
学校政策和程序通过学校微信公众号传达给学校社区的所有成员。教师定期向家长发送更新情况来强调学校政策。
The roles and responsibilities of stakeholder groups in the school community are clearly defined and articulated in policy, supporting a culture in which IB philosophy can thrive.
School policies and procedures are communicated to all members of the school community through the school's WeChat account. Teachers send routine updates to parents highlighting the school policies.
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评价5：学校重视教与学，确保了教育的有效性。
课程促进了国际情怀的发展以及国际文凭学习者培养目标中所述的各项特质。
课程计划明确表达了一种有意义的学习进展，以结构化的方式（例如：七个字母KUDV+ART上好一堂课）构建课程的优势。
学生通过参与社区活动和探究单元，积极发展包括批判性思考、研究、交流、社交和自我管理在内的广泛技能。
The curriculum promotes the development of international-mindedness and the attributes as stated in the IB learner profile.
The lesson plans articulate a meaningful progression of learning, building on strengths of the programme in a structured way (i.e. 7 characters of learning).
Students actively develop a wide range of skills including critical thinking, research, communication, social, and self-management through their participation in community-based activities and engaging in the units of inquiry.
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学习活动为学生提供了了解当地社区及其需求的机会，以及识别在家庭中和当地采取行动的机会。学生与学校周边社区联系十分紧密。
许多学生(如来自台湾、俄罗斯或其他文化的学生)通过各种活动追求探索和发展个人和文化身份的机会，这些活动强调他们独特的背景。
课堂内外的学习都是情境化的且互动性很高。学习活动、教学策略和学科内容都证实了这所学校采用一贯制的教学方法。
Learning engagements offer students the chance to understand the local community and its needs, as well as to identify opportunities for taking action at home and in their local area. Students feel a strong connection to the surrounding neighborhood of the school.
Many students pursue opportunities to explore and develop their personal and cultural identities through a wide range of activities that emphasize their own unique backgrounds, such as those from Taiwan, Russia, or other cultures at the school.
Learning both inside and beyond the classroom is contextual and highly interactive. Learning engagements, teaching strategies and subject matter all confirm this to be a consistent teaching approach at the school.
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学校非常注重培养概念性理解，以帮助学生建立自己的想法。
教师经常利用当地环境来构建学生学习体验。学习结合了现实生活的例子，并将学习与他们熟悉的环境联系起来。
教师运用灵活的分组策略，促进有效的人际关系和有针对性的协作，从而营造一个积极、充满活力的学习社区。
There is a strong emphasis on fostering conceptual understanding to aid students in cultivating their ideas.
Teachers often utilize the local environment as a way to establish relevance in students' learning experiences. Learning incorporates real-life examples and connecting learning to the familiar surroundings.
Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community, utilizing flexible grouping strategies.
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学生和教师利用反馈来改进学习、教学和评估。反馈在同伴互评、自我评价以及家长参与等方面具有重要价值。反馈机制健全，在改进过程中发挥着关键作用。
学校采用多种适合课程和既定学习成果的评估方法。形成性任务和终结性任务都服务于明确的目的。
学生有机会通过评估来巩固学习，每个年级都会举办结题展。此外，五年级的学生还会参加小学项目的学习成果展。
Students and teachers use feedback to enhance learning, teaching, and assessment. Feedback holds significant value in the form of peer and selfassessment as well as parental involvement. The feedback mechanism is robust and plays a crucial role in improvement.
The school uses a variety of assessment methods that are suitable for the curriculum and stated learning outcomes. Both formative and summative tasks serve clear purposes.
Students have the chance to reinforce their learning through assessments, with each grade holding exhibitions of learning in addition to the PYP exhibition for the final grade of the programme.
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评价6：学校重视项⽬发展中的计划、分析和反思。
学校项目发展计划清晰地概述了学校希望实现的影响以及为此要采取的行动。学校团队确定了一系列资源以支持工作。
学校设定了一个适当的、具有挑战性的目标，以激励学校社区。
发展团队分享了众多有效的实践范例。
学校收集了广泛的证据来指导即将开展的工作。这包括在全校范围内广泛推广学习方法、确定吉祥物、为学生和教师提供全面培训，以及进行持续的监测。
学校表明，该过程导致学生体验得到了积极的改善。
学校在反思项目发展工作的影响方面表现出了深刻的见解。
学校在分析对学生的影响时，准确且适当地使用了数据。
The plan clearly outlines the impact the school wishes to achieve and the actions to take to do this. The school team identified a range of resources to support the work.
The school set an appropriately challenging goal that motivated the school community.
Numerous examples of effective practice were shared by the development
team.
Extensive evidence were collected to inform the work to be undertaken. This included widespread promotion of Approaches to Learning throughout the school, establishing a mascot,comprehensive training for both students and teachers, and diligent ongoing monitoring.
The school demonstrated that the process resulted in a positive improvement in the student experience.
The school showed insight in reflecting on the impact of the programme
development efforts.
The school used data accurately and appropriately in analysing the impact on
students.
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