联合国17个可持续发展目标，是2030年可持续发展议程的核心，于2015年得到联合国会员国投票通过。这些目标强调了经济、社会和环境三个维度的平衡发展，呼吁各国共同合作，实现一个更加美好、公平和可持续的未来。PYP毕业成果展，小学学习生涯的最后一个探究项目展示，在这里，六年级的孩子们为这17个可持续发展目标代言，他们从身边社区出发，向世界发出声音，用实际行动推动更美好世界蓝图的实现。

从蓝色海洋到绿色世界，从自然环境到人文关怀，从聚焦性别平等、以人为本到关注社交健康，从体面的工作到关心企业盈利与经济增长…在过去的9周里，同学们以小组为单位，选择了最感兴趣的主题，在导师的指导下，反思总结以往的学习经验，综合运用在PYP阶段所掌握的五大ATL技能（研究技能、思考技能、沟通技能、自我管理技能和社交技能），展开了一场超越学科边界的深度探究旅程。

这是我们学生践行、展示IB学习者素养的好机会。他们探索在本地和全球具有重要意义的话题，在导师和同伴的支持下对自己的学习负责，最终提出对于社区乃至全球所面临的现实问题的解决⽅案。年轻一代是未来的希望，这次尝试也将成为养分，助⼒他们一步一步成为对世界、对社会有用的人，成为真正的世界公民。

The UN's 17 Sustainable Development Goals (SDGs), which are the core of the 2030 Agenda for Sustainable Development, were adopted by UN member states in 2015.These goals emphasize balanced development in the three dimensions of the economy, society and the environment, and call on all countries to work together to achieve a better, more equitable and sustainable future. The PYPx, is the final showcase of the inquiry projects in the PYP's learning career. Here, G6 children spoke up for these 17 SDGs, promoting the realization of the blueprint for a better world with practical actions.

From the blue oceans to the green world, from the natural environment to human care, from focusing on gender equality and people-centered approaches to social health, from decent work to concerns about corporate profitability and economic growth...Over the past nine weeks, working in small groups, students chose the topic they were most interested in. Under the guidance of mentors, they comprehensively applied ATL skills, reflected on and summarized past learning experiences, and conducted in-depth inquiries.

This is a great opportunity for our students to practice and demonstrate IB learner qualities. They explore locally and globally significant issues, take responsibility for their own learning with the support of their mentors and peers, and finally come up with solutions to real-life problems faced by the community and the world. The younger generation is the hope for the future, and this experience will be the nourishment that will empower them to gradually become the true global citizens.

该小组希望建立一个以人为本的可持续发展居住社区，并且能够充分发挥邻居在社区中的作用。学生在小组中用双语模型展示了关于以人为本的可持续社区的七个常见部分的主题。与此同时，他们还通过海报展示来呈现了自己的学习历程。他们探讨了可持续社区的规划与管理，并讨论了如何通过策略性地利用邻里活动来加强居民之间的关系。

This groups hoped to establish people-centered sustainable residential communities and fully leverage the role of neighbors in the community. Students from the group showcased a bilingual model presentation on the topic of the seven key elements of a people-centered sustainable community. Meanwhile, they also conducted poster presentations that mapped their learning journey. They explored the planning and management of a sustainable community and discussed how relationships among residents could be strengthened through the strategic use of neighborhood activities.

一开始，该小组的孩子们针对“清洁能源”这个主题提出了很多自己感兴趣也很值得探究的问题。随后，他们带着问题，在导师的带领下，一步一步地进行探索。同时，小组内的家长们也积极地参与其中。最后，孩子们决定帮助东帝汶这个年轻、还没把清洁能源投入使用的国家设计属于他们的清洁能源。这是一次多么有意义的探究，孩子们不仅学习了曾经他们并不熟悉的知识，更重要的是利用他们的所学去帮助整个社区乃至全球。

At the beginning of the study, the children raised a lot of questions about the topic of "clean energy", which were also worth exploring. Later, the children took questions and explored step by step under the guidance of the tutor. At the same time, the parents in our group were also actively involved in providing help, Finally, our children decided to help East Timor, a young country that have no clean energy use, design their own clean energy. This is a meaningful exploration, not only to learn the knowledge that they were not familiar with, but to use what they have learned to help the whole community and even the world.

该组学生深入探讨了“性别平等”这一核心主题。他们主要运用了变化、联系、责任这三个关键性概念。为理解性别不平等的根源和形成原因，他们以时间线为轴，聚焦于中西方的原始社会、封建时期、近代和现代四个不同历史时期下男女性别角色的分工。之后，分别针对性别偏见、孕妇、变态审美、家暴四个话题进行了详尽的调查研究。学生们搜集资料，整理信息，采访专家，统计与分析数据，再通过制作立体展板、海报以及组织各种展摊活动等，生动展现了他们的学习成果，并在社区中呼吁消除性别不平等，保护弱势群体。

Students explored the central theme of "gender equality", in which they used key concepts of change, connection and responsibility. In order to understand the roots and causes of gender inequality, they focused on the division of gender roles in four different historical periods: primitive society, feudalism, modernity and contemporary times in both China and the West; After that, they conducted detailed research on four topics: gender prejudice, pregnant women, perverted aesthetics and domestic violence. They collected data, collated information, interviewed experts and analyzed data, and then made exhibition boards and posters and organised various exhibition stalls to present their learning outcomes. In action, they call for the elimination of gender inequality and empowerment for vulnerable populations.

该组学生以“经济和体面工作”为研究重点，深入探讨了可持续经济发展对于创造可靠体面的工作和提升生活质量的重要性。在展示中，学生们不仅详细解读了经济的运作机制，还着重强调了如何在保持经济增长的同时，实现可持续性。此外，他们还分析了企业如何在追求盈利的过程中，确保员工的生活品质。学生们凭借自己的理解轮流演讲，展示了他们对这一主题的独到见解。

Our students presented on economic and decent work. The central idea was sustainable economic development creating reliable, decent work and a high quality of life. The lines of inquiry included how the economy works, achieving sustainability, and how companies ensure quality of life while being profitable. Students took turns presenting different parts from memory, showcasing their understanding.

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该组学生从形式、因果和责任出发，对气候行动这一关键问题进行了深入的研究和思考。他们展示了对导致气候变化的复杂因素的深刻理解，尤其在全球变暖方面。不仅如此，他们还通过清晰直观的教具和精心设计的模型，使复杂的气候变化现象变得易于理解。更重要的是，学生们提出了切实可行的建议，并深刻认识到集体行动对于应对气候变化的重要性。孩子们的作品值得称赞，他们为气候变化问题的讨论提供了非常有价值的贡献。

The PYPx presented by the students on climate action was a well-researched and thoughtful exploration of this critical issue, aligned to form, causation, and responsibility. They demonstrated a strong understanding of the complex factors contributing to climate change, with a particular focus on global warming. The students provided a comprehensive overview of the main causes, used clear visual aides, well designed models, and recognized the need for collective action through practical recommendations. The emphasis on educating the school community and empowering them was commendable, making this a highly valuable contribution to the dialogue on climate change.

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该组学生从认识水资源的重要性开始，到采取行动去了解和利用水资源，经历了九周的学习探索。在这个过程中，学生们深入探讨了水资源与经济之间的关系，并积极联系社区责任。他们利用了现代技术来展现对水资源现状的清晰认知，又通过外出参观污水处理厂和水博苑，寻求水资源的高效利用之道。从关注水资源的形式到建立联系，从相互联系到承担责任，他们希望向社区传递一个信息：在水的净化之路上，有你也有我。

The students went through 9 weeks of learning and exploration, starting with recognizing the importance of water resources and taking action to make good use of them. During the process, students delved into the relationship between water resources and the economy, actively connecting to community responsibilities. They have explored the use of technology, while also looking for ways to put water resources to work for us by going out to the wastewater treatment plant and the Water Expo. Our students, wanted to send a message to the community that there is a path to water purification that involves you, and there is a path for me!

该组学生通过富有创意的展示方式，生动展现了他们对相关议题的深入思考和卓越的动手实践能力。他们不仅设计了浮动风力涡轮机模型，还展示了垂直农场的工作原理和未来城市的可能面貌。内容丰富、制作精美的海报和图表，并辅以Ehang送货无人机模型和落落大方的现场演示，学生们的出色表现获得了现场观众的广泛好评。

The students presented their ideas through visual aids such as posters and diagrams, supplemented by a live demonstration of a model flying Ehang delivery drones and catalogue. They have designed a model of floating wind turbines and use demonstration presentations for showcasing how vertical farm works or how a city of the future looks like.

该组主题鲜明，内容丰富全面，展现了成员们对海洋生物及其生态系统的深入了解。孩子们巧妙地通过多维度展示了人类对海洋环境的深刻影响，发人深省，引人深思。更值得称道的是，他们积极为香港海洋保护组织筹款，并在校园内成功举办了世界海洋日活动，有效地唤醒了人们的海洋保护意识。这份责任与担当，正是年轻一代的骄傲与荣光！

With a clear theme, comprehensive information, and rich interactive elements, this group deeply explored the magnificence and diversity of marine life and ecosystems. They also skillfully presented the profound impact of human activities on the marine environment through multiple dimensions. Moreover, they donated generously to the Hong Kong Marine Ecological Protection Organization and successfully organized a World Ocean Day event at school, awakening everyone's awareness of ocean protection. This sense of responsibility is the pride and glory of the younger generation!

该组学生围绕中心思想“人们对社交健康的认知影响着他们与他人的互动”，从关键概念“原因”、“视角”和“连系”出发，用问题驱动探究。通过查阅书籍资料、调查采访、小组讨论、参加专门的社交课程等形式，学生们对“社交健康”这一主题进行了深入思考和研究，社交技能、人际互动中的冲突、非暴力沟通等是学生们研究的重点。他们不仅从理论与案例中学习，也在日常生活中慢慢感知自己的情绪与行为，从行动中加深对自我和他人的认知。更让人感动的是，学生们还在学校发起了社交幸福行动，鼓励大家一起营造一个良好健康的社交环境。

The students explored the central idea that "People's perception of social health shapes their interactions with others", starting from the key concepts of "causation", "perspective" and "connection", and drive the inquiry process through questions. By reading books, conducting surveys, interviews, group discussions, and participating in specific social courses, students demonstrated in-depth thinking and research on the theme of "social health". Social skills, conflicts in interpersonal interactions, and non-violent communication are the focus of the inquiry. They not only learned from theories and cases, but also slowly perceive their emotions and behaviors in daily life, and deepen their understanding of themselves and others through actions. Besides, the students launched a social happiness action in our community, encouraging everyone to create a healthy social environment together.

成果展上，该组学生通过视觉展示，生动地呈现了他们的学习历程。首先，学生们详细阐述了自己的探究过程，包括中心思想、探究方向、提出的问题、采取的行动、以及反思与收获。其次，他们描述了在社区进行访谈的过程。另外，在展示中，参与者可通过学习碳足迹知识，来了解自己对环境的影响。最后，他们还介绍了如何通过循环利用衣物和物品，来实现可持续的生活。这些展示内容专业丰富，充分展示了学生们在这一领域的丰富知识和饱满热情。

The students' visual presentation had four sections. Inquiry Journey: This covered their central idea, lines of inquiry, explored questions, actions, mistakes, and learning; Community Research: They detailed their interview process, highlighting community views on the environment and responsibilities; Carbon Footprint Awareness: Participants learned about carbon footprints and took a quiz to understand their environmental impact; Sustainable Living: This section provided ways to upcycle clothes and items for sustainable living. Their oral presentations, based on notes, allowed fluid speech, engaging visitors effectively and showcasing their knowledge and passion.