一个年级居然要备五种不同的课？在赫德小学部这样学英文！

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北京市朝阳区赫德学校是一所放眼世界、融合中西、面向未来的12年一贯制学校。学校目前设有小学课程、初中课程、高中课程。自2014年创建第一个校区以来，赫德学校扩展至上海、北京、宁波、青岛、南京5座城市7个校区。赫德学校以最扎实创新的双语课程，开创了最适合中国孩子的国际化教育。赫德学校致力于培养植根中国传统文化、明辨笃行的未来英才。

北京赫德小学部的英文学习采取大主题跨学科的教学方式，根据不同年级孩子的不同学习进度分层教学，定制个性化教学方式和教学目标，做到因材施教。北京赫德小学部的英文分层教学真正做到了为每一个孩子提供最适合他们的英语教育。

实时关注每个孩子的学习进度

确保他们始终能够

在最适合小组中快乐的学习英文

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HDBJ pays attention to the all-round personalized development of children. In terms of English education, the primary learning purpose is to improve students’ English literacy proficiency, cultivate solid English thinking patterns, and build language application skills. For children from different grades with different language proficiency levels, how does HD achieve this teaching goal?

HD Primary’s English course follows a themed interdisciplinary approach, whereby five overarching themes provide broad guidance for the learning across the year. Within each of these themes, English objectives, which are based on the UK National Curriculum, are taught through genre studies. This ‘spiral-up’ process means that as key concepts are repeated throughout the curriculum, the depth and breadth of learning, and its application, will increase in complexity as the students grow within the school.

In Grades 3, 4 and 5, students are assessed at three points in the year, and are placed in an English learning group which best matches the learning targets they need to be working on.

HD had a special conversation with the English coordinators: Ms Le- Zelle, G3 and 4 coordinator and Mr Sockwell, G5 coordinator. They took the “Let's Celebrate” learning theme as an example to share with us the meaning and results of streaming.

Effective lesson preparation，Efficient classroom，Flexiblility to meet learning needs of different streams.

The students in Grades 3, 4 and 5 are placed in smaller English groups, within their grade. In Grade 5, there are six English groups and in Grade 3 and 4, there are five English groups respectively. Since the learning progress in the different groups varies, the English teachers are required to customize personalized teaching methods and teaching objectives according to the learning targets of the different groups.

Mr Sockwell explained: Under the recently concluded “Let’s Celebrate” theme, the teachers led the G5 children to explore and learn about festivals and celebrations in different countries, through the genre of narratives. The outcome of the unit would be an independently written story, using knowledge and applying English skills. The theme is very interesting. It is about the ancient Chinese monster "Nian" returning to the human village again. Is it for revenge? Or for peaceful coexistence with mankind? How do people respond?

The teachers of G5 set specific goals for the different groups. For example, the children in one group can already use noun modifiers proficiently, but they need to work more on the use of conjunctions, and the students in the other group are learning noun clauses, so we must highlight and strengthen this knowledge point in their work. In short, streamed teaching requires teachers to set learning goals for different students in advance, so that they can flexibly adjust according to the students' learning progress in the classroom, and truly teach students according to their aptitude.

Similarly, under the theme of “Let’s Celebrate’, the children of G3 learned how different people around the world celebrate birthdays; the end goal being a birthday-themed non-chronological report. Ms Le-Zelle further explained to us how streamed teaching is implemented in the five different English groups.

English teachers prepare a range of reading materials, of varying levels of difficulty which provides the appropriate scaffolds for all students to engage with, in order for them to succeed. In the lesson, the teacher will adapt according to the needs of the children and the suitability of the task. For students with a relatively good foundation in English, the teacher will, at times, step back to cultivate the children's ability to think and explore independently; for children who are still laying a solid foundation, the teacher will be more deeply involved in every step of learning, so as to find small mistakes in time and make timely adjustments.

At HDBJ, every English class is unique, which is why we are proud to say that our children can achieve 100% immersion in English learning.

Regular assessments dynamically match the most suitable English teaching for children.

Students’ language skills are assessed at three points during the year. In September, students complete the baseline assessment to be placed in their first streams. They are assessed again in November/ December and for a final time in April/May.

Stream assessments are rigorous and include evaluation in Speaking and Listening, independent reading, independent writing, and grammar application.

Such a high-density assessment system ensures that each child's learning progress will be seen, so that they can always learn most efficiently in the most suitable group.

The streamed English teaching at HDBJ Primary allows every child to accept new challenges without being overwhelmed by the emotion of fear of difficulties. Under the guidance of our teachers, they can be the little masters of their own learning.

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北京市朝阳区赫德学校注重孩子们的全方位个性化培养，在英文学习方面，孩子们的首要学习目的是提高英语文学素养，培养扎实的英文思维以及语言运用能力。但是，对于不同年级不同程度的孩子们，赫德是如何将这个教学目标完美实现的呢？

具体到赫德的课程上，赫德小学的英文学习采取大主题跨学科的教学方式，每个学年里，各年级都会进行五大主题的学习，学习的深度和广度随年级增高而加深，重要的知识点会在学习过程中反复强化，呈现一个螺旋式上升的过程。

从G3到G5，在每一个年级内部，老师们还会根据孩子们的测评结果，将孩子们分成不同的学习小组，确保可以实时给孩子们匹配最适合他们的学习进度以及学习目标。

北京赫德小学部年级组长——来自G3的Ms Le-zelle和来自G5的Mr Sockwell，他们将以刚刚结束的【Let's Celebrate庆祝吧】学习主题为例，深入地分享北京赫德的英语分层教学是如何在孩子们身上展开的。

有效备课 高效课堂

灵活满足每个孩子学习需求

G5的学科组长Mr Sockwell介绍，赫德小学部G3与G4分别有五个不同的英文学习小组，G5的孩子们则被分成了6个不同的小组。由于不同小组孩子们的学习进度各不相同，这要求老师们需要在教研备课阶段根据不同小组的学习情况，定制出个性化的教学方式与教学目标。

Mr Sockwell举例：在刚刚结束的【Let’s Celebrate】主题学习中，老师带着G5的孩子们一起探究学习了各个国家的节日以及庆祝方式，来学习记叙文相关的知识。主题课程的最后，孩子们需要独立完成一篇故事作文，主题很有趣，讲的是在中国古代的怪兽“年”又再一次回到了人类的村庄，它是为了复仇吗？还是为了与人类和平共处？人们又要如何应对呢？孩子们需要开动脑筋，将这个故事写的完整又精彩。

G5的老师们针对这个故事为不同的小组分别制定了详细的目标：比如，一个小组的孩子们已经可以熟练使用名词修饰语，但是在连词的使用上还需要多下功夫，另一个小组的同学们正在学习名词性从句，那么这次的作业中就要突出强化这一知识点。

简言之，分层教学要求教师们提前给不同的学生设定力所能及的学习目标，以便可以在课堂上根据学生的学习反馈，灵活地调整进度，真正做到因材施教。

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在【Let’s Celebrate】的大主题下，G3的孩子们跟着老师一起学习了生日相关的内容。年级组长Ms Le-zelle进一步给我们解释了分层教学是如何在不同的小组完美落实的。

现在的G3一共有五个小组，孩子们在学习世界各地与庆祝生日相关的内容，并且最终会完成一份生日主题的non-chronological reports（非时序性报告）。

在课堂上，根据不同小组孩子们的学习进度不同，老师们会准备难度不同的阅读材料，从单词的难易程度到材料的篇幅长短，都是老师为孩子们量身打造的。

除此之外，在课堂上，教师的参与度也会随着孩子们的需求灵活变化：对于英语基础稍好的孩子们，老师会在适当的放手，培养孩子们独立思考和探究的能力；对于还需夯实基础的孩子们，老师会更深度地参与到学习的各个环节中，以便及时发现细小的错误，适时调整。

在赫德小学部，每一节英语课堂都是独一无二的，正是因为如此，他们才能自豪地说：他们为每一个不同的孩子都提供了最适合他们的英语教育。

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定期测评

为孩子匹配最适合的英文教学

定期测评也是分层教学实施过程中非常重要的一环。

赫徳每年会在9月、11月/12月、4/5月分别进行三次测评，测评的内容也十分全面，包括口语、听力、独立阅读、独立写作和语法应用等。

如此高密度的测评体系保证了每个孩子的学习进度都会被关注，让孩子们能够始终在最适合自己的小组进行最高效的学习。

北京赫德小学部英文的分层教学

保证孩子们都能迎接新的挑战

又不会被畏难的情绪打败

在老师的指导下

做自己学习的小主人

转自：北京赫德学校官方公众号

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