Where We Are in Place and Time我们身处什么时空，是广州暨大港澳子弟学校（ASJ）PYP项目的学子们本学期探究的第三个超学科主题。这是一个对人类所处时空进行探究的主题。

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我们探究人类在时空中的方位；个人的历史；家庭和旅行；人类的各种发现、探索和迁徙；从本地和全球的视角考察个人与文明之间千丝万缕的联系。

近期，G1-G5的同学们，热情邀请各位家长走进校园，开展了一次精彩的结题展。

G1Topic 住宅

HOUSES

中心思想：世界各地的人们利用他们的自然环境设计和建造不同的住宅。

在本学年第六个超学科主题“我们身处什么时空”下，我们共同迎来了最后一个探究单元 “Houses”。本单元的中心思想是“世界各地的人们利用他们的自然环境设计和建造不同的住宅”。

在初步了解了探究主题和中心思想后，我们围绕三条探究线索逐步展开了本单元的探究学习历程。由第一条探究线索“世界各地不同的住宅”出发, 我们一年级的孩子们学习了世界的七大洲，知道了世界各地不同类型的住宅，如冰屋、蒙古包、“长脚的房子”等等。

进而我们开启了第二条探究线索“世界上各种气候和可利用的资源”的学习，学生们发现，原来地球上的各大洲的气候都是不一样的，甚至在同一个国家，也存在着不同的气候。由于生活的地理位置差异，人们可利用的资源也是不一样的，如靠近北极地区的人们会利用冰雪建造冰屋，而靠近赤道地区的人们会利用随处可见的竹木来建造房屋。

到了反思阶段，孩子们开始思考自然环境对各种已建设好的住宅都有些什么影响以及如何减少其损害。

在结题展上，学生们向大家展示了他们所建造的来自世界各地不同的住宅模型，并且献上了他们日复一日练习的歌曲《We’re the World》。

G2Topic 旅行

TRAVELS

中心思想：旅行促发变化并能够带来新的机遇。

Travels是我们二年级同学们本学期探究的第三个主题。围绕探究主题：“旅行”，以“社会学”为核心学科，学生将会从三个方面展开探究：人们进行的各类旅行；旅行时的选择和决定；旅行中所体验到的变化。

这个单元的重点融合学科有社会学和语言学。学生通过联系个人的旅行经历，去学习各种行的知识。在加深对中心思想“旅行促发变化并能够带来新的机遇。”理解的同时，开阔学生的国际视野和国际情怀，提升学生的社交技能和沟通技能。

本次结题活动，孩子们化身为不同国家或地区的小“导游”，邀请家长作为“游客”，带着护照和地图打卡世界各地，领略不同国家或地区的地标、美景、美食、风土人情等。每一位小“导游”都非常热情认真地为“游客”讲解。每一位“游客”也都是收获满满。真是太赞啦！

G3Topic 家乡

HOMETOWN

中心思想：多种特征形成了家乡之间的差异。

最美是家乡，经过了六周的家乡文化探究活动后，G3的孩子们迎来了本学期的最后一个结题展活动。在结题展上，孩子们通过讲解探究过程，展示探究过程作品，演唱粤语歌曲等活动带领家长们进入到我们的探究历程中。

在总结性评估活动“我和我的家乡”中，孩子们纷纷扮为家乡代言，通过绘制家乡海报生动形象地向家长们介绍了自己的家乡传统习俗、特色美食、地貌景点等。同时，孩子们还带来了各自家乡的美食供大家品尝，呈上一场舌尖上的家乡盛宴。孩子们用自己的行动宣传推广家乡文化，得到了众多家长和老师的掌声和点赞。

本次的探究活动，不仅激发了孩子们对家乡的热爱之情，增强了身份认同感，更培养了他们勤于思考，积极探究的品质，进一步锻炼了他们的研究能力以及交流沟通能力。乡土难忘，桑梓情深！希望我们人人都能为家乡建设增砖添瓦，贡献自己的力量。

孩子们还带来了各自家乡的美食供大家品尝，一场舌尖上的家乡盛宴热闹开幕。孩子们用自己的行动宣传推广家乡文化，得到了众多家长和老师的掌声和点赞。

本次的探究活动，不仅激发了孩子们对家乡的热爱之情，增强了身份认同感，更培养了他们勤于思考，积极探究的品质，进一步锻炼了他们的研究能力以及交流沟通能力。乡土难忘，桑梓情深！希望我们人人都能为家乡建设增砖添瓦，贡献自己的力量。

G4Topic 迁徙

MIGRATION

中心思想：迁徙是为了应对挑战，风险和机遇。

四年级的同学们这次探究的单元主题是“人类迁徙”。这一单元探究的中心思想是: “人类迁移是为了应对不同的挑战、风险和机遇。”根据迁徙主题的三条探究线索：人类迁徙的原因；人类迁徙对社会、文化和个人的影响；以及迁徙的利与弊。

孩子们利用Ipad、书籍等多种方式进行了资料的搜集，并用自己喜欢的方式进行整理和记录。他们探究了人类历史上的重大迁徙事件，如：闯关东、走西口、下南洋等。在探究过程中，孩子们还采访了家人朋友的迁徙/移民的经历，拍摄了视频，做了采访记录等。

本次孩子们在结题展上分成四个小组展示：文成公主进藏，加州淘金热，叙利亚难民偷渡，中国春运。结题展上，孩子们分享了精美丰富的海报、路线图、模型、服饰等，用不同的形式展示了自己在本主题中的所学；他们流畅地讲解，有条理地分析，快乐地分享。每一个有理有据的观点，都让人印象深刻、惊喜万分。

在探究过程中，孩子们还采访了家人朋友的迁徙/移民的经历，拍摄了视频，做了采访记录等。本次孩子们在结题展上分成四个小组展示：文成公主进藏，加州淘金热，叙利亚难民偷渡，中国春运。结题展上，孩子们分享了精美丰富的海报、路线图、模型、服饰等，用不同的形式展示了自己在本主题中的所知所学；他们流畅地讲解，有条理地分析，快乐地分享。每一个有理有据的观点，都让人印象深刻、惊喜万分。

本轮探究，孩子们敢于直面困难，迎接各种未知的挑战。充分激发了他们的内驱力，让他们成为了学习的主人，在成为终身学习者的路上不断前进着！

G5 Topic 古代文明

ANCIENT CIVILIZATION

中心思想：古代的文明连接着过去和现在的社会。

五年级的同学在本次“古代文明”主题的结题展中，分别展示了不同国家和地区的古代文明，包括四大文明古国（古巴比伦、古埃及、古印度和古中国），以及古罗马、古希腊和玛雅文明等。同学们准备的内容丰富多彩，不仅制作了精美地海报，还有各种手工实物展示，包括用乐高搭建的埃及金字塔和用于农业灌溉的沙杜夫，以及古罗马斗兽场等伟大建筑。

除此之外，同学们也在服饰上展示出了古代文明的特色，包括古中国的汉服、古罗马的头盔、古巴比伦的披挂式服装等等。

除此之外，学生也在服饰上展示出了古代文明的特色，包括古中国的汉服，古罗马的头盔，古巴比伦的披挂式服装等等。

学生的能力得到了充分的锻炼，在介绍海报的过程中，学生们不仅巩固了所学知识点，而且还锻炼了自己的表达能力。在实物展示的准备过程中，学生们不仅加深了对所探究内容的理解，还提高了自己的动手能力。

在本次结题展中，学生的能力得到了充分的锻炼，在介绍海报的过程中，学生们不仅巩固了所学知识点，而且还锻炼了自己的表达能力。在实物展示的准备过程中，学生们不仅加深了对所探究内容的理解，还提高了自己的动手能力。

探究，是ASJ PYP项目学子们的学习方式。对世界充满好奇，对未知充满探索精神，勇于面对困难与挑战，用自己学习过的知识和技能去解决学习和生活中层出不穷的问题。

善于思考，富有创新精神，用自己的眼睛去观察世界，用自己的双手去创造世界，用自己的双脚去丈量世界。是我们ASJPYP项目学子们源源不竭的学习热情与学习动力。

心至苍穹外，目尽星河远。愿我们永远以梦为马，不负韶华。追求真理，心怀世界。让世界因为我们的存在而更加精彩！

Where We Are in Place and Timeis the third interdisciplinary theme explored by the students of the ASJ PYP project this semester. This is a theme of exploring the time and space of humanity.

We explored our position in time and space; personal history; family and travel; various human discoveries, explorations, and migrations; examining the intricate connections between individuals and civilizations from both local and global perspectives.

Recently, G1-G5 students warmly invited parents to enter the campus and held a wonderful closing exhibition.

G1Topic 住宅

HOUSES

Central Idea:People around the world design and build different houses based on their natural resources.

Under the sixth transdisciplinary theme of this year, "where we are in place and time", we learned the unit "Houses". The central idea of inquiry in this unit is "People around the world use their natural environment to design and build different houses based on their natural resources ".

After a preliminary understanding of the topic and central idea of the unit, we started to explore the process of the sixth unit around the three lines of inquiry. Starting from the first line of inquiry " different houses around the world ", our first grade children learned about the seven continents of the world, and learned about different types of houses around the world, such as igloos, yurts, "houses with long feet", etc.

Then we started the second line of inquiry " various climates and available natural resources in the world ". Due to the difference in geographical location of life, the resources available to people are also different. For example, people near the arctic will use ice and snow to build igloos, while people near the equator will use bamboo and wood that can be seen everywhere to build houses.

During the reflective session, the children began to think about how the natural environment affects various houses and how to reduce their damage.

In our exhibition, the students showed everyone the different house models they built from all over the world, and presented the song "We"re the World" they practised day after day.

G2Topic 旅行

TRAVEL

Central Idea: Travel triggers changes and brings new opportunities.

Travel is the third topic that our G2 students explored this semester. Around the theme of inquiry "Travel", with "sociology" as the core subject, students explored from three aspects: types of travel; people make choices and decisions when they are travelling; people experience changes when they are travelling.

This unit focuses on the integration of sociology and linguistics. Students learned all kinds of knowledge about travels by connecting with their personal travel experiences. In deepening on the central idea "travel triggers changes and can bring new opportunities." At the same time, broaden students" international vision and minds, improve students" social skills and communication skills.

In this exhibition, the children became little "guides" in different countries or regions, inviting parents as "tourists" to travel around the world with passports and maps to enjoy the landmarks and food of different countries or regions. Every little tour guide" was very enthusiastic and serious to introduce to the "tourists". Every "tourist" was also full of harvest. That was awesome!

G3Topic 家乡

HOMETOWN

Central Idea：Various features formed the differences of hometowns.

The most beautiful place is hometown. After six weeks of exploring our hometown culture, the G3 children held their final exhibition of this semester. In the exhibition, the children invited their parents to take part in our inquiry journey by showing the inquiry process, introducing their works, and singing Cantonese songs.

In the summative assessment activity "My Hometown and Me", children spoke for their hometowns. They introduced their traditional customs, delicious food and landmarks in their hometowns to parents. The children also brought their delicious food of hometown for visitors. The children took actions to promote their hometown culture and received applause and praise from many parents and teachers.

This inquiry activity not only stimulated the children"s love for their hometown and enhanced their sense of identity, but also led them to become a good thinker and inquirer, and further promoted their research skills and communication skills. The hometown is unforgettable! We hope we can all contribute to the construction of our hometowns.

G4Topic 迁徙

MIGRATION

Central Idea: Migration is a response to challenges, risks and opportunities.

Our G4 theme is "Human Migration". The central idea is that migration is a response to challenges, risks and opportunities. There are three lines of inquiry: causations of human migration; the impact of migration on communities, cultures and individuals.; advantages and disadvantages of human migration. Based on these key elements, our students researched various resources by iPads and books. They collected information and recorded it in their preferred ways.

They studied significant migration events in human history, such as the westward expansion in China, the California Gold Rush, and the migration of people to Southeast Asia. During the inquiry process, the students also interviewed their family and friends who have experienced migration or immigration.

In the exhibition, the students were divided into four groups to present their findings: the Journey of Princess Wencheng to Tibet, the California Gold Rush, the Syrian Refugee Illegal Migration, and the Chinese Spring Travel Rush. They shared their harvest and opinions to visitors.

Through this unit learning , the students challenged difficulties. The exploration fully ignited their agency and transformed them into masters of learning, continuously progressing on the path to becoming lifelong learners.

G5Topic 古代文明

ANCIENT CIVILIZATION

Central idea: Ancient culture connect the global community in the past and present.

In the exhibition, G5 students showed different ancient civilizations, including the Four Great Ancient Civilizations (Babylon, Ancient Egypt, India and China), ancient Rome, ancient Greece, Maya civilization, etc.

The content prepared by the students is rich and colorful, including making beautiful posters, various manual displays, lego models of the Egyptian pyramids and Shadoof for agricultural irrigation, the composition of Maya numerals and the five Mayan prophecies, great buildings such as the Colosseum, etc.

In addition, students also displayed specific cultural characteristics in their clothing, including ancient Chinese Hanfu, ancient Roman helmets, and ancient Babylonian drapery.

Through the exhibition, students" abilities were fully exercised. In the process of introducing posters, students not only consolidated their knowledge, but also exercised their communication skills. In the preparation process for their works, students not only deepen their understanding of the exploration content, but also improve their hands-on skill.

Inquiry is the learning style of students in the ASJ PYP project. Full of curiosity about the world, full of exploration spirit towards the unknown, brave in facing difficulties and challenges, and using the knowledge and skills learned to solve endless problems in learning and life.

Good at thinking, full of innovative spirit, observing the world with our eyes, creating the world with our hands, and measuring the world with our feet. It is our ASJPYP project students" inexhaustible passion and agency.

The mind can imagine things beyond the sky. The eyes can see as far as the Milky Way. Pursue truth，with open mind. May we always use our dreams as horses and not disappoint our youth. Make the world more exciting because of our existence!

ASJ 2023-2024学年招生计划

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招生年级：

幼儿园——11年级，计划招收300人。

招生对象：

1. 香港、澳门籍适龄学生：持有香港或澳门永久性（非永久性）居民身份证、《港澳居民来往内地通行证》或《港澳居民居住证》；

2. 台湾籍适龄学生：持有在台湾居住的有效身份证明、《台湾居民来往大陆通行证》或《台湾居民居住证》。

3. 外籍适龄学生：持有外国护照或永久居留权证明（绿卡）。

ASJFall 2023

Admissions Program

Grade：

Kindergarten - Grade 11, planned to enroll 300 students

Prospective Students：

1.School-age students from Hong Kong and Macao: required Hong Kong or Macao permanent (non-permanent) identity card, Mainland Travel Permit for Hong Kong and Macao Residents, or Residence Permits for Hong Kong and Macao Residents.

2.School-age students from Taiwan: required Taiwan identity card, Mainland Travel Permit for Taiwan Residents, or Residence Permit for Taiwan residents.

3.School-age international students: required passport or certificate of Permanent Residence (Green Card)

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