This is a learning method that attracts children and aligns with their natural instincts. Children are born with a desire to sense, touch, run, explore, and try things. Instead of suppressing this natural impulse, we harness it to promote learning both inside and outside the classroom. Our approach encourages children to explore the world around them, using their curiosity to drive the learning process.

We break away from the traditional subject-based teaching model and adopt the six transdisciplinary themes of the IBPYP (such as "Who We Are," "How the World Works," etc.) as the curriculum framework. At the same time, we organically integrate the objectives of the five major domains—Health, Language, Society, Science, and Art—from the Guide into each thematic inquiry, ensuring that while children explore the vast world, all key abilities can develop comprehensively and in a balanced manner.

Our curriculum is not a fixed set of teaching materials, but a dynamic process of generation. Teachers are both guides and meticulous observers. They observe and assess children based on the developmental goals for each age group in the Guide, and keenly capture the interests and questions that arise during children's exploration, thereby generating new learning content. This ensures that the curriculum aligns with the laws of child development while also meeting their individualized curiosity and needs.

We go beyond simple memorization of knowledge and place greater emphasis on cultivating children's understanding of core concepts (such as form, function, causality, change, etc.). When exploring "plants," we not only have children recognize the names of various parts of a plant (knowledge) but also guide them to understand the relationship between the structures of a plant (roots, stems, leaves) and their functions (absorption, transport, photosynthesis) (concepts), thereby developing their higher-order thinking abilities of drawing inferences and transferring applications.

We believe that the ultimate goal of learning is to put it into action. Inspired by the IB PYP concept of “taking action,” we encourage children to take action and apply the knowledge and skills they have learned to real-life situations in order to improve the world around them. For example, children may spontaneously implement garbage sorting and water conservation in their classrooms, distribute leaflets to raise awareness about pollution, or organize soccer matches between different classes to promote a healthy lifestyle. This ensures that learning remains meaningful and has a lasting impact.