小神兽的“旋风”一日

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数字最有说服力——

约90%的启明星毕业生拿到IB双语文凭；

收获的大学Offer超过60个专业领域；

每一届毕业生的人均Offer数量逐年攀升；

每一年，毕业生都会被世界或全美排名前30、前20高校录取；

所有这些都符合我们对双语人才培养的预期。

在启明星，

从K班——也就是孩子5岁起，

系统的双语人才培养就启动了：

赶在孩子6岁语言敏感期结束之前，我们

以1: 5的黄金师生配比，

在360度中英双语沉浸式学习环境里，

实施探究单元+学科知识学习，

把K班孩子和高年级安排在同在一个校园学习，让他们耳濡目染、提前了解未来的学习内容和标准，

直指培育学生更强的适应力和竞争力！

体验有趣有爱的小学课堂，

就在10月18日开放日！

英文课

Carryn老师：英文是孩子新学习的语言，我们首先要消除孩子对这种语言的陌生感：

我们带着孩子用英文唱歌、做游戏、读绘本，让他们觉得英文课超好玩；

我们也会让孩子们了解，英文是工具。比如我们用英文和中文一起写下班级公约，填写班级日历，装饰墙壁；

K班英文主班老师Carryn Mohammed的英文课

学英文强调输出，我们鼓励孩子开口讲。每天，他们都有机会选出自己喜欢的英文小故事，讲给同学和老师听。

班里一共4位老师，我和中文主班老师、两位助教老师，平时我们都相互说英文。孩子们得到的是更加沉浸的英文环境。

中文课

美子老师：双语学习过程中，孩子们中文学习同样不能落下，中文和英文交织递进，互为阶梯。

按照启明星的教学标准，孩子在K班毕业时要认识150个汉字，这样他们升入1年级学习中文会很丝滑。

我们也会引导孩子做好书写的准备，把汉字做成书空，孩子们用手指按照书空标明的数字来划写汉字，感受笔顺和笔画。因为K班学生年纪小，不能一下子接受太多信息，需要我们把知识敲碎，便于他们理解。

K班中文主班老师樊月美子

这些学术上的准备是必要的，孩子们能自信地过渡到更高年级，学习生活都很开心。

数学课

Carryn老师：K班的数学课是中英双语教学、基于探究的方式进行的。孩子们不只是学习数字的读写，简单运算，更重要的是探索和理解数字背后的意义，考虑怎样用数学处理问题。

比如，为什么学校里不同的地方标着不同的数字？我们有10个苹果，但班里有5个小朋友，怎么分最公平？

孩子们会发现，身边处处是数字，数学是解决问题的办法，而不是那么可怕的、难以理解的抽象概念。

社区

美子老师：社区，是启明星的宝贵资源。启明星的K班和启明星小学、中学在同一所校园里。这让K班的孩子升入启明星小学的时候，会因此拥有特别的优势：

经过在K班一整年的学习，孩子们已经对身边的环境足够熟悉了。从心理上来说，孩子们继续在熟悉的环境里读小学，安全感满满，能更快适应小学学习。

另外，K班孩子平时就可以看到高年级学生的学习成果，比如设计课、美术课的作品，社会创新项目的活动。这相当于孩子们提前了解了自己未来的学习状态和内容，对他们的发展是非常好的。

另外，我们也会帮助孩子从心理上建立社区感。

早早沟通

Carryn老师：开学前几周，我们就开始和每个家庭一对一“深聊”了！孩子的习惯、特点全都摸清楚，开学后我们会根据不同孩子的节奏，继续和家长保持对话。

教孩子认识情绪

美子老师：不要说孩子，就是成年人也可能说不清楚自己的坏心情是什么，是焦虑，是生气，还是失望？

我们会在做游戏和讲故事时候，引导孩子代入角色，把自己的情绪和原因说清楚，比如饿了，困了，想妈妈了……然后再寻找解决办法！

我的主场我做主

美子老师：班级是小社区，孩子们要共同遵守班级规则：班里的每个活动区最多容纳多少孩子？小伙伴之间产生争执怎么办？班级小助手的选举方法……

我们带着孩子根据班级的实际情况、根据启明星核心价值观一起制定，写在墙上。

孩子们为自己的空间“立法”，有了参与感和归属感，才会更放松、更有力量去成长。

K班是我们校园里年龄最小的孩子，受到我们所有人的宠爱！

启明星学校斩获WELL铂金级认证！

Malcolm Pritchard博士对话中学生：15分钟，撬动成长

Numbersspeak for themselves:

*Aound90%of Daystar graduates receive the IB Bilingual Diploma;

* University offers cover60+fields of study;

* The average number of offers for each graduating classincreases year by year;

* Each year, they receive admission offers from universities ranked among thetop 30 or top 20in the world or the United States;

These results align with what we predict for bilingual learners.

At Daystar elementary school, the bilingual program begins before age 6, starting in Kindergarten.

During the sensitive period for language prior to age 6,Daystar’s youngest students benefit from a 1:5 golden teacher-student ratio. Immersed in a Chinese-English bilingual learning environment, they are guided through inquiry units combined with subject learning,contributing directly to the goal of supporting them to foster greater resilience and a competitive edge.

Experience a loving and joyful elementary school classroom, join us on October 18 at the Daystar Beigao Campus Open Day!

English

Ms. Carryn Mohammed:English is a second language for many children, so our first task is to remove the sense of unfamiliarity.

We sing, play games, and read picture books in English, so the children feel that English class issuper fun.

We also help them understand thatEnglish is a tool. For example, we write class agreements together in both English and Chinese, fill in the class calendar, and decorate the classroom walls.

Kindergarten English Homeroom Teacher: Ms. Carryn Mohammed

Learning Englishemphasizes output; we encourage children to speak up. Every day, they have the chance to pick a favorite English story and share it with their classmates and teachers.

There are four teachers in the class: myself, the Chinese homeroom teacher, and two para-educators. We all speak English with each other, giving the children an even more immersive English environment.

Chinese

Ms. Jessie Fan：In bilingual learning, Chinese and English interweave and progress together, each reinforcing the other. Children’s Chinese learning cannot be left behind.

According to Daystar’s teaching standards,by the end of Kindergarten, students should recognize 150 Chinese characters,which makes their transition into first grade Chinese very smooth.

We also guide children to prepare for writing. For example, we create “sky-writing” characters: children use their fingers to trace the strokes following the numbers, experiencing stroke order and structure. Since Kindergarten students are very young and cannot absorb too much information at once, we break knowledge down into smaller, digestible parts.

Kindergarten Chinese Homeroom Teacher: Ms. Jessie Fan

These academic preparations are essential. They enable younger students to confidently move up to higher grades, enjoying both their studies and school life.

Math

Ms. Carryn Mohammed: Kindergarten math is taught bilingually in Chinese and English, using an inquiry-based approach.

Children don’t just learn to read, write, and calculate numbers. More importantly, they explore the meaning behind numbers and how to solve mathematical problems.

For example: Why are different numbers posted in different areas of the school? If we have 10 apples but 5 students in the class, what is the fairest way to share?

Children discover that numbers are everywhere, and that math is a way to solve problems—rather than a scary or abstract concept.

Community

Ms. Jessie Fan:Community is one of Daystar’s most precious resources. With a sense of belonging, children gain security, responsibility, and the freedom to grow happily. But the pace and rules of the Kindergarten class differ greatly from early years programs (younger students ages 1.5-5 years old), and children are very sensitive to these changes. That’s why even before school begins, teachers are already helping them integrate into the community.

Early Communication

Ms. Carryn Mohammed:A few weeks before the start of school, we hold in-depth one-on-one talks with each family! We learn all about the children’s habits and personalities. After school begins, we keep close dialogue with parents, adjusting to each child’s rhythm.

Teaching Children About Emotions

Ms. Jessie Fan:Even adults often struggle to articulate their bad moods—is it anxiety, anger, or disappointment?

We guide children to express their feelings through games and stories. For example, they learn to say: “I’m hungry,” “I’m tired,” “I miss my mom.” Then, together, we find solutions.

Their Space, Their Rules

Ms. Jessie Fan:The classroom is a small community, and children must help set its rules. How many children can be in each learning center at a time? What do we do when disagreements arise? How do we elect class helpers?

Together with the children, we establish these rules based on the classroom situation and Daystar’s Core Values, and write them on the wall.

When children make the rules themselves, they gain ownership and belonging—allowing them to relax, grow stronger, and thrive.

Kindergarten students are the youngest at Daystar Beigao Campus and receive abundant care and love.

We look forward to seeing them grow into curious, confident, and empathetic global citizens.

We warmly welcome families who share our values to join us!

Selectives

Daystar Earns the First WELL Platinum Certification Among K-12 Schools in Chinese Mainland!

Dr. Malcolm Pritchard in Conversation with Secondary Students: 15 Minutes to Spark Change and Growth!