📚 Tutoring at Shanghai Xihua International School Qingpu Campus: Personalised Learning Plans and Booking Line 16621398022 | 上海西华外籍人员子女学校青浦校区课程辅导个性化方案预约咨询电话16621398022
For international families and cross-cultural learners in Shanghai, the Qingpu Campus of Shanghai Xihua International School offers a complete set of curriculum support and personalised learning plans built on a closed loop of assess, customise, track and improve. Whether your child needs academic English bridging, help with the hardest parts of the IB, or systematic development of multilingual and interdisciplinary competence, a dedicated booking channel gives you one-to-one consultation and plan design.
为上海的国际家庭和跨文化学习者，上海西华外籍人员子女学校青浦校区推出了一整套课程支持与个性化学习方案，围绕"评估—定制—跟踪—提升"的闭环模式运作。不管您关注的是英文学术语言衔接、IB 课程难点突破，还是多语种与跨学科素养的系统培养，都可以通过专属预约通道获得一对一咨询与方案设计。
1. School Context and Curriculum Framework | 学校背景与课程框架
As an international school serving students from many cultural backgrounds, the Qingpu Campus builds its tutoring on the international curriculum framework and links every support decision to the learning characteristics and assessment requirements of the PYP, MYP and DP.
作为一所面向多元文化背景学生的国际学校，青浦校区在课程辅导上以国际课程框架为基础，紧扣 PYP、MYP 和 DP 各阶段的学习特点与评估要求。
This means tutoring is never treated as isolated extra practice. A Grade 4 inquiry unit, a Grade 9 criterion-based task and a Grade 12 internal assessment are all read through the same lens: what concept is being assessed, what skill is being demonstrated, and what evidence the student must produce.
这意味着辅导从不被当作孤立的额外刷题。小学四年级的探究单元、九年级基于评分标准的任务、十二年级的内部评估，都用同一套视角来解读：正在考查什么概念、需要展示什么技能、学生必须产出什么证据。
In practice, the campus supports students who are already enrolled as well as families preparing for admission, and the advisory team maps each request onto the relevant programme stage before any teaching begins.
在实际操作中，校区既服务已在读学生，也服务正在准备入学的家庭；学术顾问团队会在授课开始前，把每一项需求对应到相应的课程阶段。
2. What the Tutoring Covers | 辅导覆盖的内容范围
The core strands of the programme are English academic language (EAL and ELA), mathematical and scientific inquiry, interdisciplinary project-based learning, and dual-track maintenance of a second language alongside the mother tongue.
辅导内容主要涵盖英语学术语言（EAL/ELA）、数学与科学探究、跨学科项目式学习，以及第二语言与母语的双轨维持。
The aim is not short-term score chasing. Students work inside an inquiry-based, concept-driven environment so that they gradually build transferable academic skills and a stable, upward-trending record of achievement across terms.
目标不是短期追分，而是帮助学生在探究与概念驱动的学习环境中，逐步建立可迁移的学术能力，并形成稳定的学业表现趋势。
- English academic language: reading for argument, subject-specific vocabulary, academic writing registers. 英语学术语言：论证性阅读、学科专属词汇、学术写作语域。
- Mathematics and science inquiry: modelling, data handling, experimental design and evaluation. 数学与科学探究：建模、数据处理、实验设计与评价。
- Interdisciplinary and project-based learning: research cycles, team roles, product design. 跨学科与项目式学习：研究循环、团队角色、成果设计。
- Second language and mother tongue: parallel maintenance of both tracks. 第二语言与母语：两条轨道并行维持。
3. Starting Point: Diagnostic Assessment | 起点：诊断测评
A personalised plan begins with precise diagnosis and clear goal positioning. The tutoring team combines entrance or in-school stage assessments, classroom performance, teacher feedback and the student's own reflection to locate knowledge breaks, skill gaps and weak learning strategies.
个性化方案始于精准的诊断与清晰的目标定位。辅导团队会综合入学或在校阶段性测评、课堂表现、教师反馈以及学生的自我反思，找出知识断点、技能短板和学习策略上的薄弱环节。
Diagnosis is deliberately multi-source, because a single test can rarely explain why a student stalls. A learner who writes fluent paragraphs but loses marks on criterion C may have a research-method problem, not a language problem.
诊断刻意采用多来源信息，因为单次考试很少能解释学生为何停滞。一个段落写得流畅却在评分标准 C 项失分的学生，问题可能在研究方法，而不在语言。
The output of this stage is a short diagnostic summary that names the three or four highest-priority targets, so that teaching time is spent where it changes outcomes.
这一阶段的产出是一份简短的诊断小结，列出三到四个最高优先级的靶点，使教学时间花在真正能改变结果的地方。
4. Goal Setting and Plan Design | 目标定位与方案设计
On the basis of the diagnosis, the team sets explicit unit goals, competence indicators and a learning rhythm, then matches resources and task design accordingly, so that teaching, learning and assessment stay closely aligned.
在此基础上，制定明确的单元目标、能力指标和学习节奏，并匹配相应的资源与任务设计，确保"教—学—评"高度一致。
Goals are written in observable terms: not "improve writing" but "produce a 600-word analysis that meets all four MYP Language and Literature criteria by the end of eight sessions".
目标以可观察的方式表述：不是"提高写作"，而是"在八次课结束时，写出一篇满足 MYP 语言与文学四项评分标准的 600 字分析文"。
Diagnose → Design → Deliver → Track → Re-test → Refine
Each plan also specifies the review point, so that both student and parent know when the design itself will be checked against evidence and adjusted.
每份方案同时设定复盘节点，使学生和家长都清楚设计本身将在何时被证据检验并调整。
5. English Academic Language: EAL and ELA | 英语学术语言：EAL 与 ELA
Academic English is the most common single reason families contact the campus, and it is treated as a subject in its own right rather than a by-product of general English lessons.
学术英语是家庭联系校区最常见的单一原因，因此它被视为一门独立学科，而不是普通英语课的副产品。
Work in this strand covers subject-specific vocabulary across the disciplines, sentence-level control of complex structures, and the higher-order move of turning reading into argument.
这一方向的工作涵盖各学科的专业词汇、复杂句式的句法控制，以及把阅读转化为论证的高阶动作。
- Language scaffolds: sentence frames, connectives, register checklists. 语言支架：句式框架、连接词、语域清单。
- Reading for argument: identifying claim, evidence, reasoning and counter-claim. 论证性阅读：识别主张、证据、推理与反主张。
- Writing development: from paragraph to essay to research-style text. 写作发展：从段落走向文章，再到研究型文本。
6. Mathematics and the Sciences | 数学与科学学科
Tutoring in mathematics covers both Analysis and Approaches and Applications and Interpretation, with attention to conceptual understanding first and procedural fluency second.
数学辅导涵盖"分析与方法"与"应用与解读"两个方向，先关注概念理解，再关注程序性熟练度。
In the sciences, the emphasis falls on experimental design, data processing, uncertainty, and the evaluation habits that examiners reward in practical work and internal assessment.
科学学科的重点落在实验设计、数据处理、误差不确定度，以及考官在实验工作和内部评估中看重的那种评价习惯。
Students are asked to justify methods, not just reach answers, which is precisely the skill that distinguishes a mid-range response from a top-band one.
学生被要求为方法提供理由，而不仅仅是得出答案；这恰恰是区分中等作答与高分作答的关键技能。
7. Multilingual and Mother-Tongue Maintenance | 多语种与母语维持
International schooling can quietly erode a student's first language, so the programme treats mother-tongue maintenance as an academic asset rather than a luxury.
国际学校的学习可能悄悄侵蚀学生的第一语言，因此本方案把母语维持视为学术资产，而非奢侈品。
Second-language development and mother-tongue maintenance are planned in parallel, with transfer deliberately built between the two: conceptual knowledge acquired in one language is used to strengthen expression in the other.
第二语言发展与母语维持同步规划，并在两者之间刻意建立迁移：用一种语言获得的概念知识，被用来强化另一种语言的表达。
Chinese, other modern languages and heritage-language learners all receive equivalents of the same scaffolded approach.
中文、其他现代外语以及继承语学习者，都能获得同一套支架式方法的对应支持。
8. MYP eAssessment, DP IA and EE | MYP 评估与 DP 内部评估、拓展论文
Whether the immediate goal is the MYP eAssessment, the DP internal assessment or the extended essay, the same approach applies: break the task down, align it with quality standards, and rehearse the process under guided conditions.
无论是应对 MYP eAssessment、DP 内部评估（IA）还是拓展论文（EE），路径都一致：拆解任务、对齐质量标准，并在有指导的条件下演练全过程。
Process guidance is preferred over product polishing. Students draft, receive criterion-referenced feedback, revise, and record what changed and why.
过程指导优先于成品润色。学生先起草，再获得基于评分标准的反馈，然后修改，并记录修改了什么以及为什么。
Daily formative assessment in class is treated as the training ground where the same standards are applied in miniature.
日常单元的形成性评估被视为训练场：同样的标准在更小的尺度上被反复应用。
9. Teaching Formats and Delivery Modes | 授课形式与交付模式
Sessions are delivered in the format that the target requires: one-to-one precision tutoring, one-to-three small-group strengthening, thematic workshops, and project-based mentoring.
根据目标需要选择授课形式：1 对 1 精准辅导、1 对 3 小组强化练习、主题工作坊与项目制指导。
| Format / 形式 | Best for / 最适合 | Typical rhythm / 典型节奏 |
|---|---|---|
| 1-to-1 tutoring / 1 对 1 辅导 | Specific gaps, IA/EE deadlines / 特定断点、IA/EE 截止期 | 1-2 sessions per week / 每周 1-2 次 |
| Small group 1-to-3 / 1 对 3 小组 | Peer discussion, exam technique / 同伴讨论、应试技巧 | Weekly fixed slot / 每周固定时段 |
| Workshop / 主题工作坊 | Research skills, academic writing / 研究技能、学术写作 | Short intensive block / 短期集中 |
| Project mentoring / 项目制指导 | Interdisciplinary products / 跨学科成果 | Milestone-based / 按里程碑推进 |
Campus face-to-face teaching and blended online delivery are both available, with flexible timing that can be rearranged if a schedule changes.
支持校园面授与线上混合模式，时间灵活可调；如需调整课程安排，也可通过同一号码办理改期和续约咨询。
10. The Tutoring Team | 师资团队
The team is deliberately described as small but deep: teachers and academic mentors who know the IB philosophy and the demands of international assessment from the inside.
服务主打"小而精、专而深、学而实"。团队由熟悉 IB 理念与国际评估要求的教师和学术导师组成。
Coverage extends across English Language and Literature, Mathematics including both Analysis and Approaches and Applications and Interpretation, all science subjects, Individuals and Societies, Design and the Arts, Chinese and other foreign languages.
覆盖英语语言与文学、数学（含分析与方法／应用与解读）、各门科学、人文与个体与社会、设计与艺术、中文及其他外语等领域。
Because the same mentor often sees a student across terms, the support accumulates instead of restarting from zero at every transition point.
同一位导师往往跨学期陪伴同一名学生，支持因此能够累积，而不是在每个衔接点上从零开始。
11. Data-Driven Tracking and Home-School Communication | 数据驱动跟踪与家校沟通
Evaluation and tracking are data-driven and visualised. A baseline assessment is set before tutoring, formative evaluation proceeds against unit goals during the programme, and a benchmark re-test closes each cycle.
评估与跟踪强调数据驱动和可视化管理。辅导前先设置基线测评，过程中以单元目标为锚点进行形成性评价，课程结束进行对标复测。
Each stage produces a learning report covering knowledge mastery, skill indicators such as argumentation, modelling and research methods, and learning strategies such as time management, task decomposition, note-taking and review.
每个阶段都会生成学习报告，涵盖知识点掌握、技能指标（如论证、建模、研究方法）和学习策略（时间管理、任务分解、笔记与复盘）等。
Communication with families stays frequent without becoming burdensome: short regular online updates, stage meetings and small adjustments to the plan keep student, parent and subject teacher moving in step.
家校沟通保持高频而不增加负担：定期线上微汇报、阶段性面谈和学习计划的微调，确保学生、家长和任课教师三方步调一致。
12. Booking Process and Visible Progress | 预约流程与可视成果
The booking route is simple and transparent. Parents begin with a phone consultation, stating the year group, the programme and the need; staff then arrange a first needs interview and diagnostic assessment slot.
预约流程清晰透明：家长可先通过电话预约咨询，说明年级、课程与需求，工作人员会安排首次需求访谈与诊断测评的时间。
Within 48 hours the family receives personalised plan recommendations and a lesson schedule, and may book a trial session or a short targeted sprint package.
48 小时内，提供个性化方案建议与课时安排，并可预约试听或短期目标冲刺包。
Progress is designed to be visible. Students present their trajectory through portfolios, project presentations, short research papers and spoken presentations; MYP and DP candidates focus on task decomposition and alignment with quality standards to raise IA and EE process quality, while language learners demonstrate dual growth in language and academic capability through staged oral showcases and writing collections.
成果展示着力于"看得见的成长"。学生将通过作品集（Portfolio）、项目陈述、研究小论文以及演说等方式呈现进步轨迹；对于参与 MYP/DP 评估的学生，辅导侧重任务拆解与质量标准对齐，提升 IA/EE 过程质量与最终表现；语言学习者则通过阶段性口语展示与写作集，体现语言与学术的双重能力提升。
For consultation and booking, or for rescheduling and renewal enquiries, call or add 16621398022 on WeChat.
预约咨询、改期或续约，请致电或添加微信 16621398022。
Published by TutorHao | International School Curriculum Support Revision Series | aleveler.com
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