國際學校席位的需求急速上升，部分原因是大多數中國學校不接受外國學生。下面是小編整理的關於廣州加拿大人國際學校簡介，歡迎大家參考!
廣州加拿大人國際學校
【學校介紹】
廣州加拿大人國際學校創辦於2012年，目前學校提供學前班至3年級的課程教育，2014年9月開始招收4,5年級學生。學校校址位於番禺加拿達外國語學校校內，學校正在籌建新校區，將於2015年遷至金山谷校區。
【辦學特色】
廣州加拿大人國際學校聘請自加拿大優質師資執教，教師隊伍中最低學歷爲教育專業本科學位，英文是國際班的主要教學語言，幼兒學習普通話並作爲第二語言，中籍教師負責普通話教學。
【辦學優勢】
多元國際文化融合：學校學生來自39個不同的國家和許多不同的文化。促進國際文化交流，滿足不同國籍學生的個性化需求。
廣州加拿大人國際學校優質師資授課：所有的教師持有國際有效的認證，所有的教師都組織並參與課外活動，小班授課的教學模式建立師生間的有效溝通。
豐富的課程：加拿大阿爾伯塔省課程非常具有挑戰性,學生學習阿爾伯塔省課程以便更快適應國外學習生活。
教學設施先進：學校配備獨立的科學實驗室和計算機實驗室、藝術和音樂工作室，廣闊的公共區域給學生交往和一起學習的機會。
多樣化的機會：學校每年舉辦三個獨立的課外會話活動，30多個不同的活動爲學生提供了廣闊的發展平臺。
現代科技：學校透過有線連接教室和廣泛的無線網絡。教室可以使用筆記本電腦、投影屏幕和液晶電視屏幕與電子媒體，豐富了學生的學習經驗。
地理位置優越：學校校址位於寬敞的澳門科技大學的校園。這爲學生提供了開闊的空間和現代娛樂設施。
課程設定
lower Primary 1(Gr1-3)
At CIS, our division 1 curriculum framework is designed to support the development and growth of our students emotionally, physically, socially, and intellectually. We encourage and motivate our students to view learning as a lifelong and exciting process, strive to develop a high level of academic skills, positive social and cultural values that will equip them to succeed in the twenty first century.
在獨聯體,我們部門1課程框架的目的是支援學生情感的發展和增長,身體、社會、智力。 我們鼓勵和激勵學生認爲學習是一個終生的和令人興奮的過程,努力開發一個高水平的學術技能,積極的社會和文化價值,這將使他們成功在一分之二十世紀。
A range of levels in development and learning styles are recognized and used to plan their experiences of learning. Students engage in a multilevel balanced literacy program that incorporates authentic reading and writing experiences in our child-centered classrooms. The balanced literacy framework is designed to help all students learn to read and write effectively through shared and independent activities. Through the guided inquiry process they learn skills and knowledge and are able to apply them in authentic setting to help them develop a clear understanding of what they are learning and why.
一系列在發展水平和學習風格識別和用於計劃的`學習他們的經驗。 學生參與一個多級平衡讀寫程序,包含了真實的閱讀和寫作的經歷在我們的含義就是教室。 平衡知識框架旨在幫助所有學生學會讀和寫透過共享和有效地獨立活動。 透過引導調查過程中,他們學習技能和知識,並能應用他們在真實的環境,幫助他們建立一個清晰的理解學習和爲什麼它們是什麼。
We deliver our program through carefully planned and intensively discussed Units of Inquiry. These are based on the school-wide identified standards and indicators patterned after the Canadian Alberta Curriculum in English Language Arts, Mathematics, Science, and Social Studies. We also focus on local (Macau) relevant resources, the world around them, and significant issues in their community. Along with these core subject areas, students receive lessons in Physical Education and Health, Art, Music, Mandarin, and make use of Information Technology throughout all their learning experiences.
我們交付項目透過精心策劃和集中討論了單位的調查。 這些都是基於學生識別標準和指標的加拿大阿爾伯塔省後在英語語言藝術課程,數學,科學,社會研究。 我們也關注本地(澳門)相關的資源,他們周圍的世界,在他們的社區和重要的問題。 連同這些核心主題領域,學生接受一些體育和健康、藝術、音樂、普通話,和利用資訊技術在他們的學習經驗。
As a rule, each class size to 25 students to better accommodate their needs
作爲一個規則,每個類大小25學生更好地適應他們的需求。
upper Primary 2(Gr4-6)
The students in division two take an active role in their learning. An emphasis on balanced literacy aids students in further developing their language skills. They have opportunities to improve their reading, writing and communication abilities through different comprehension strategies each month. These strategies help them become aware of the essential skills necessary to access and interpret information both within the classroom and the world outside. Numeracy is also a strong focus within our division. Students learn to understand math as a process rather than just an operation. Emphasis on the use of different strategies to solve a problem are highlighted to help encourage development of logic and reasoning. An inquiry-based learning approach is utilized throughout the various subjects with careful guidance given by the educators. Through the inquiry process, students learn how to plan, retrieve, interpret and communicate their learning in unique ways. Field trips into the community are also taken to help students better understand the relevance of their learning, and make real world connections. Throughout the division, the educators aim to inspire self-directed, life long learners that are able to thinking critically as caring, global citizens.
學生在他們的學習兩個積極的作用。 強調平衡識字艾滋病進一步發展他們的語言技能的學生。 他們有機會提高他們的閱讀、寫作和溝通能力透過每個月不同的理解策略。 這些策略幫助他們意識到所必需的基本技能和解釋資訊的訪問在教室裏和外面的世界。 計算能力也在我們部門的強烈關注。 學生學會理解數學作爲一個過程而不是一個操作。 強調使用不同的策略來解決問題幫助鼓勵發展突出顯示邏輯與推理。 研究性學習的一個方法是利用在各種學科與細心指導的教育者。 透過調查過程,學生們學習如何計劃,用獨特的方式檢索、解釋和交流他們的學習。 實地考察旅行到社區也採取幫助學生更好地理解他們的學習的相關性,並使現實世界連接。 在整個部門,教育工作者旨在激發自主,終身學習者能夠思考關懷,全球公民。
lower secondary 3(Gr7-9)
As students emerge into young adults, CIS provides an environment where they are free to expand their horizons and stretch themselves mentally, physically, and emotionally under the careful guidance of the middle school team.
作爲學生進入年輕人,CIS提供了一個環境中,他們可以自由地擴展他們的視野,伸展自己精神上,身體上,和情感上的細心指導下中學團隊。
For many, this will be their first experience of moving from class to class and taking instruction from subject specialists. Following the middle school philosophy, students are carefully transitioned from elementary school and prepared for high school. Students are grouped in homeroom groups and will often have one Math/Science teacher and one English/Social Studies teacher in addition to their option teachers.
對許多人來說,這將是他們第一次的經驗從類到類和把指令從主題專家。 中學哲學後,學生們仔細從小學和高中的準備。 大教室中的學生們分組組和通常會有一個數學/科學老師和一個英語/社會研究老師除了選擇老師。
As a middle school, the Lower Secondary team work hard to develop a sense of community and learning where adolescents can thrive and find a sense of belonging.
中學,較低的二級團隊努力開發社區意識和學習,青少年可以茁壯成長,找到一種歸屬感。
Students will study these core subjects all year:
學生將學習這些核心學科:
Mathematics
數學
Language Arts
語言藝術
Science
科學
Social Studies
社會研究
Mandarin*
中文*
*Students are grouped by level and not by age so that students at all levels can achieve improved language skills.