conscious insights to offer into the implementation and realization of the
Chinese Thread in everyday lessons. Whether it is a Chinese Language
and Literature teacher, or Math, Science, or History teachers in primary,
middle or high schools, students are encouraged to understand the
immediate and the home – its past and present – as they move into the
future. “The Chinese Thread is a multidimensional concept. It entails
literature, history, philosophy, culture, science and technology and so
much more that are distinctively Chinese. With regard to the time span,
our students are not only encouraged to familiarize themselves with
and carry on the rich legacy of Chinese culture and traditions, but also
to form their own opinions of the social development in contemporary
China and their visions based on the past and present. Their expansive
and profound understanding of China will be the cornerstone to
developing a truly global perspective…” remarks middle school History
teacher, Li Hongjin.
For instance, whether Ms. Li is teaching her grade 6 students about the
Silk Road or grade 7 about Asian civilizations or grade 9 about China
and the World, China is simultaneously centripetal and centrifugal
to the lessons. Therefore, as students study, analyze and interpret
quantitatively and qualitatively the history and background of the
Silk Road, its rise and decline, they not only understand its impact
on various Chinese dynasties, but also how this significant path
influenced global foreign trade among nations. This multipronged
approach to learning – reading, research, critical analysis and studied
interpretation – helps students develop their own methodical opinion
of China and the world.
Primary and middle school Science teacher, Amanda Narkiewicz,
agrees, “It is fundamental to all International Baccalaureate (IB) schools
that students study universal principles, but that they are thought about
or actualized through examples that exist in the world that surrounds
them and, in particular, within the country and culture that they live.”
One example from Ms. Narkiewicz’s class was in teaching global
environmental issues, such as climate change, through which students
get a clearer and deeper comprehension of their impact on China. So,
from foundation year all the way through middle and high schools,
teachers incorporate examples and lessons on the various aspects of
China whenever possible. The additional curricular dimension in the
primary school is the intensive focus on bilingual immersion – Chinese
and English – which also helps the younger students to build their
linguistic skills through content in their daily lessons.
Intersection of Curriculum and Culture
However, learning, knowing and understanding China through the
many spheres of knowledge does not stop in the classrooms. Jerry
Wang, a grade 4 parent, recollects how the grade 4 teachers organized
a celebration called Laba Festival (porridge making) to mark the
beginning of spring. Mr. Wang said he enjoyed searching for ingredients
at home with his son and in participating in the festivities at school, “By
sharing in the origin and history of the Laba Festival, everyone present
in this school activity was able to relive a dying Chinese tradition, and
experience an age-old delicacy. Activities like this have not only made
the Chinese Thread perfectly tangible, but also created an unforgettable
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