小神獸的“旋風”一日

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數字最有說服力——

約90%的啟明星畢業生拿到IB雙語文憑；

收獲的大學Offer超過60個專業領域；

每一屆畢業生的人均Offer數量逐年攀升；

每一年，畢業生都會被世界或全美排名前30、前20高校錄取；

所有這些都符合我們對雙語人才培養的預期。

在啟明星，

從K班——也就是孩子5歲起，

系統的雙語人才培養就啟動了：

趕在孩子6歲語言敏感期結束之前，我們

以1: 5的黃金師生配比，

在360度中英雙語沉浸式學習環境里，

實施探究單元+學科知識學習，

把K班孩子和高年級安排在同在一個校園學習，讓他們耳濡目染、提前了解未來的學習內容和標準，

直指培育學生更強的適應力和競爭力！

體驗有趣有愛的小學課堂，

就在10月18日開放日！

英文課

Carryn老師：英文是孩子新學習的語言，我們首先要消除孩子對這種語言的陌生感：

我們帶著孩子用英文唱歌、做游戲、讀繪本，讓他們覺得英文課超好玩；

我們也會讓孩子們了解，英文是工具。比如我們用英文和中文一起寫下班級公約，填寫班級日歷，裝飾墻壁；

K班英文主班老師Carryn Mohammed的英文課

學英文強調輸出，我們鼓勵孩子開口講。每天，他們都有機會選出自己喜歡的英文小故事，講給同學和老師聽。

班里一共4位老師，我和中文主班老師、兩位助教老師，平時我們都相互說英文。孩子們得到的是更加沉浸的英文環境。

中文課

美子老師：雙語學習過程中，孩子們中文學習同樣不能落下，中文和英文交織遞進，互為階梯。

按照啟明星的教學標準，孩子在K班畢業時要認識150個漢字，這樣他們升入1年級學習中文會很絲滑。

我們也會引導孩子做好書寫的準備，把漢字做成書空，孩子們用手指按照書空標明的數字來劃寫漢字，感受筆順和筆畫。因為K班學生年紀小，不能一下子接受太多信息，需要我們把知識敲碎，便于他們理解。

K班中文主班老師樊月美子

這些學術上的準備是必要的，孩子們能自信地過渡到更高年級，學習生活都很開心。

數學課

Carryn老師：K班的數學課是中英雙語教學、基于探究的方式進行的。孩子們不只是學習數字的讀寫，簡單運算，更重要的是探索和理解數字背后的意義，考慮怎樣用數學處理問題。

比如，為什么學校里不同的地方標著不同的數字？我們有10個蘋果，但班里有5個小朋友，怎么分最公平？

孩子們會發現，身邊處處是數字，數學是解決問題的辦法，而不是那么可怕的、難以理解的抽象概念。

社區

美子老師：社區，是啟明星的寶貴資源。啟明星的K班和啟明星小學、中學在同一所校園里。這讓K班的孩子升入啟明星小學的時候，會因此擁有特別的優勢：

經過在K班一整年的學習，孩子們已經對身邊的環境足夠熟悉了。從心理上來說，孩子們繼續在熟悉的環境里讀小學，安全感滿滿，能更快適應小學學習。

另外，K班孩子平時就可以看到高年級學生的學習成果，比如設計課、美術課的作品，社會創新項目的活動。這相當于孩子們提前了解了自己未來的學習狀態和內容，對他們的發展是非常好的。

另外，我們也會幫助孩子從心理上建立社區感。

早早溝通

Carryn老師：開學前幾周，我們就開始和每個家庭一對一“深聊”了！孩子的習慣、特點全都摸清楚，開學后我們會根據不同孩子的節奏，繼續和家長保持對話。

教孩子認識情緒

美子老師：不要說孩子，就是成年人也可能說不清楚自己的壞心情是什么，是焦慮，是生氣，還是失望？

我們會在做游戲和講故事時候，引導孩子代入角色，把自己的情緒和原因說清楚，比如餓了，困了，想媽媽了……然后再尋找解決辦法！

我的主場我做主

美子老師：班級是小社區，孩子們要共同遵守班級規則：班里的每個活動區最多容納多少孩子？小伙伴之間產生爭執怎么辦？班級小助手的選舉方法……

我們帶著孩子根據班級的實際情況、根據啟明星核心價值觀一起制定，寫在墻上。

孩子們為自己的空間“立法”，有了參與感和歸屬感，才會更放松、更有力量去成長。

K班是我們校園里年齡最小的孩子，受到我們所有人的寵愛！

啟明星學校斬獲WELL鉑金級認證！

Malcolm Pritchard博士對話中學生：15分鐘，撬動成長

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!