Yilan County Sijie Elementary School - Learn about Wusha Wusha Summit

The new curriculum for 2019 has been implemented. The school’s unique revised course, “Kai Lan Wu Sha Cheng Motivation Four Knots”, takes “Knowing Wu Sha – The Legend of Wu Sha” as one of the learning themes. It attempts to lead students to plant seeds from the community culture in which they live. Through learning methods such as “outdoor walks, interviews with elders and guided tours”, students are led to understand the process, spirit, contributions of Wu Sha Kai Lan and its impact on future generations. It is hoped that through the development of the curriculum, students’ exploration awareness, expression and communication, and cultural and historical root-seeking abilities will be cultivated, and they will learn Wu Sha Kai Lan’s adventurous spirit of not fearing hardships and the sentiments of coexistence, co-prosperity and sharing. Teachers and students will compose a meaningful learning journey together.

The course starts with the first graders learning about the origin of the school name and its geographical location. Children get to know the campus through playing, exploring, and observing. The "secret base" then arouses students' curiosity, and they discuss and think about campus safety issues. Finally, they are able to create a campus safety map. twoThe "Time Has Memories" of the grade allows childrenWalk out of the classroom and slide into the Wu Sha time machine. From the old community photos in the school history room, you can find that the community in the past is very different from the present. From the village where they live, they can find the connection with Wu Sha’s former residence, which will open the children’s understanding of Wu Sha’s former residence and his contribution to the community. The third graders interviewed community elders and school teachers to plan a route to explore Wusha City, explore community industries and institutions, and analyze the mutual influence between residents' lifestyles and the cultural environment. Extended to the fourth grade, students will start to collect and study information related to the Wusha reclamation, establish peer cooperation to experience, explore and practice, use briefings to accurately describe the historical materials of the Wusha reclamation, and at the same time have a deeper understanding of the Wusha reclamation. In the fifth grade, students use the historical background of Wusha reclamation learned in the fourth grade to interpret the characteristics and connotations of a tour guide, and then use tour guiding skills to analyze the significance of Wusha reclamation at that time and now. Finally, the sixth grade students took the Wusha reclamation as the theme to explore, practice and express their concern for Wusha Village.

The overlapping scaffolding and context lead children to open up deeper, broader and farther horizons in the theme story flow. We hope that students can start from loving the school, then identify with the community and finally care about their hometown, so as to achieve the core value of the theme learning of "Inheriting the Wusha History".