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High School Mandarin Program
at the
Arts & Innovation Center
concepts for inquiry
Le Jardin Academy: Mission
花园学院：使命宣言 huāyuán xuéyuàn: shǐmìng xuānyán
To cultivate a community of learners who embrace hana pono
to positively impact the world.
我们培养一个积极向上的学习共同体，学习并践行 hana pono（做好事），
让我们的行动对世界产生正面的影响。
International Baccalaureate Organization (IB)
Mission Statement
国际文凭组织(IB) guójì wénpíng zǔzhī (IB)
使命宣言 shǐmìng xuānyán
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and respect.
国际文凭组织的目标是培养勤学好问、知识渊博、富有爱心的年轻人，
他们通过对多元文化的理解和尊重，为开创更美好、更和平的世界贡献力量。
To this end the organization works with schools, governments and international organizations
to develop challenging programmes of international education and rigorous assessment.
为了实现这个目标，国际文凭组织与众多的学校、政府以及其它国际组织进行合作，
开发出一系列具有挑战性的国际教育项目和严格的评估制度。
These programmes encourage students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right.
这些项目鼓励世界各地的学生成长为既积极进取又富有同情心的终身学习者，
他们理解尽管人与人之间存在着差异，但他人的意见也可能是正确的。
Top level concepts for inquiry
Why do humans do anything?
How do humans relate?
The concepts below fall within these top level concepts for inquiry.
Global, local, and intercultural concepts for inquiry
1. Hana pono / place-based concept for inquiry:
How should we help this place flourish? (this land, our campus, our communities)
MYP4: What can we learn about this land?
Unit 1: How did our campus get here?
Unit 2: How are languages arranged on signs on our campus and nearby towns, and why?
Unit 3: What local jobs seek workers who speak two or more languages?
Unit 4: What are our population demographics?
MYP5: What actions can we take help this place flourish?
Unit 1: What regional Chinese restaurants nearby can we and our families support?
Unit 2: Where can I buy local-made clothing?
Unit 3: What are the most environmentally sustainable ways for people to celebrate?
Unit 4: What makes a good “stay-cation”?
2. UN sustainability concept for inquiry
(UN goal 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”)
How can we share our learning with the communities around us?
MYP4: How can we promote lifelong learning about multilingualism?
What information, opinions, and calls to action should we share on posters about…
Unit 1: …campus space communication?
Unit 2: …linguistic landscapes?
Unit 3: …multilingual jobs?
Unit 4: …needs during an emergency?
MYP5: How can we promote lifelong learning cultural practices and perspectives?
What information, opinions, and calls to action should we share on posters about…
Unit 1: …regional Chinese cuisine?
Unit 2: …historical Chinese clothing and their modern revival?
Unit 3: …Chinese holidays in different places?
Unit 4: …traveling with intent to make a positive impact?
3. Intercultural concept for inquiry (TOK):
In what ways are our perspectives shaped by our experiences?
MYP4: How do cultural practices and perspectives impact basic, day-to-day living?
Unit 1: What culture-specific experiences do we want campus spaces to support?
Unit 2: How are people impacted by languages on signs?
Unit 3: How multilingual workers use their knowledge of two or more cultures?
Unit 4: Do people from different cultures have different needs during an emergency?
MYP5: How do cultural practices and perspectives impact big occasions?
Unit 1: How is Chinese cooking similar and different by region?
Unit 2: How are clothing trends today impacted by history?
Unit 3: How are celebrations different and similar?
Unit 4: How can travel impact our sense of self and of the people we visit?
4. Arts & innovation concept for inquiry:
Why do humans innovate?
MYP4: How does innovation support basic human needs?
Unit 1: How are campus space changes communicated?
Unit 2: How are people impacted by languages on signs?
Unit 3: Why do jobs need workers to know two or more languages?
Unit 4: How can we help Chinese-speaking people during an emergency?
MYP5: How does innovation help humans flourish?
Unit 1: How is Chinese cuisine shaped by land and history?
Unit 2: How does historical clothing reflect historical events?
Unit 3: Why do humans celebrate?
Unit 4: How can travel positively impact a place we visit and ourselves?
5. Self concept for inquiry:
How do I relate? (to program concepts, unit concepts, people, and more)
MYP4: How might basic human needs impact my life?
Unit 1: How do I participate in communication about campus spaces?
Unit 2: How do languages on signs serve me?
Unit 3: What jobs would need me to use two or more languages?
Unit 4: How can I help Chinese-speaking people during an emergency?
MYP5: How might human flourishing impact my life?
Unit 1: What Chinese cuisines have I tried, and which do I like?
Unit 2: Do I recognize Chinese historical clothing, and should I ever wear it myself?
Unit 3: Have I ever participated in a Chinese celebration, and how can I in the future?
Unit 4: How can I travel to positively impact a place and myself?
Language learner concepts for inquiry
6. IB Approaches to Learning (ATL) skills:
What from the ATL skills can promote successful language learning?
Thinking: "Create original works and ideas; use existing works and ideas in new ways."
思考技能："创造原创作品和想法，以新方式利用现有的作品和思想观点；"
Social: "Practise empathy.”
社交技能："实践同理心；"
Communication: "Use appropriate forms of writing for different purposes and audiences."
交流技能："根据不同的目的和受众采用适当的写作形式；"
Self-management: "Use appropriate strategies for organizing complex information."
自我管理技能："采用适当的策略来组织编排复杂的信息；"
Research: "Seek a range of perspectives from multiple and varied sources."
研究技能："从多种并且不同的来源寻求一系列的观点；"
7. Learning science (CogX):
What from learning science can promote successful language learning?
Source: CogX (Canvas)
8. Language acquisition:
How do people actually use languages?
How does language development actually happen?
MYP4:
Unit 1: How do people use language to communicate about campus space usage?
How does context impact the language we are exposed to?
Unit 2: How do people arrange multiple languages on public signs?
How do sociolinguistic differences impact our learning of a language?
Unit 3: For what purposes do people use two or more languages at work?
How do two or more languages we are learning influence our learning of them?
Unit 4: How important are conventional phrases during emergency situations?
How do conventional phrases fit into our developing mental system?
MYP5:
Unit 1: How might names of things reflect human categorization systems?
How does exposure to names of things influence our mental categorization system?
Unit 2: In what ways do languages change over time?
How does a learner’s “accent” change over time?
Unit 3: How is language situated in real-time interaction?
How does interaction support language learning?
Unit 4: How are languages different from dialects, accents, and other kinds of variety?
How can living in a different place support growth in language learning?
9. Play (nifplay.org):
How does play help us learn?
Defining play:
How do play experts define “play”?
Which animals play?
Does play differ with age?
Types of play:
How different can forms of play be?
How does “guided play” differ from “free-play”?
What does “narrative play” share in common with “imaginative play”?
Play for learning:
How does play impact attention?
What does play do for our brains?
How do playful routines develop in a language classroom?
How does play support frequency of exposure to language?
How can games support language learning?
How can drama and improv support language learning?
How can imaginative discussions support language learning?
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