Chinese

Kennedy School Chinese Curriculum Statement

Chinese at Year 1

At Kennedy School Chinese language teaching is based on themes and a framework to cover characters, words, sentences, text and grammar. Students of Year 1 will learn to recognise and respond to words, phrases and simple sentences in spoken Chinese, identify and respond to features of written Chinese; use known words in Chinese to interact in everyday activities and demonstrate developing writing skills by recognising and copying Chinese.
Students of Year 1 have short daily Chinese lessons focusing on theme work through a variety of activities including games, stories, songs, rhymes and role-play. Chinese culture and festivals are also celebrated with stories, songs and art and craft activities.

The topics covered: Greetings, Numbers, About Me, Family, Body Parts, Colours, Fruits, Animals, basic class instructions, Pinyin and Chinese writing strokes as well as festival celebrations such as Mid-Autumn Festival, Chinese New Year, Mother’s Day, Dragon Boat and Christmas.

Chinese at Year 2

Students from Year 2 are grouped into three pathways, namely PW 1, 2 and 3.
Both PW 1 and 2 students learn Chinese based on themes with My First Chinese Reader as a framework. PW 3 students use Zhong Wen Vol One as a framework.
Students of Year 2 will have daily 30 minutes lesson to learn Chinese through games, stories, songs, and rhymes relating where possible to relevant units of work and Chinese festival celebrations. They are encouraged to explore Chinese characters through recognition and writing basic skills. Speaking and listening skills will be developed through role- play, oral practice, games, and audio-visual activities.

Chinese at Year 3

Students of Year 3 are grouped into three pathways, namely PW 1, 2 and 3.
Both PW 1 and 2 students learn Chinese based on themes with My First Chinese Reader as framework. PW 3 students will use Zhong Wen Vol Two as a framework.
Students of Year 3 and up will have daily 45 minutes lesson to learn Chinese. They will continue to learn how to recognise and respond to spoken texts in Chinese in familiar contexts, identify and respond to simple sentences and conversations in context in oral and written Chinese; use models to write text to convey personal information and ideas; explore relationships between English and Chinese languages.

Chinese at Year 4

Students of Year 4 are grouped into three pathways, namely PW 1, 2 and 3.
Both PW 1 and 2 students learn Chinese based on themes with My First Chinese Reader as frame work. PW 3 students will use Zhong Wen Vol Three as a framework.

In Year 4, students will have daily 45 minutes lesson to learn Chinese.

The Chinese programme comprises listening, speaking, reading and writing with the emphasis on listening and speaking for second language learners and more emphasis on reading and writing for near native or advance learners, namely the pathway 3 students.

Chinese at Year 5

Students of Year 5 are grouped into three pathways, namely PW 1, 2 and 3.
Both PW 1 and 2 students learn Chinese based on themes with My First Chinese Reader as a framework. PW 3 students will use Zhong Wen Vol Four A as a framework.

In Year 5 students will have daily 45 minutes lesson to learn Chinese.

Students of this year will learn to organize and respond to ideas from spoken texts in familiar contexts; organize and respond to ideas from written texts in familiar contexts; interact with others by sharing information in Chinese; write texts to present key points of information in Chinese; recognize the importance of context in language use;
identify patterns and features of Chinese by making comparisons between languages and learn to understand the significant cultural values and practices in Chinese-speaking communities.

Listening and speaking remain the key focus in learning with more structure study in reading texts and stories and writing. Chinese culture and festivals are also celebrated with stories, songs and art and craft activities. Chinese Dictionary skills will be formally introduced in Year 5.

Chinese at Year 6

Students of Year 6 are grouped into three pathways, namely PW 1, 2 and 3.
Both PW 1 and 2 students learn Chinese based on themes with My First Chinese Reader as frame work. PW 3 students will use Zhong Wen Vol Four B as a framework.

In Year 6 students will have daily 45 minutes lesson to learn Chinese.

Students of this year will continue to develop their skills to organize and respond to ideas from both spoken texts and written texts in familiar contexts; interact with others by sharing information in both oral and written Chinese; write a piece with reasonable length of texts to present key points of information in Chinese characters or Pinyin. Students are encouraged continuously to identify patterns and features of Chinese language by making comparisons between Chinese and English and learn to understand the significant cultural values and practices in China, particularly in Hong Kong.

There will be assessment opportunities in all the four language skills to ensure a smooth transition to secondary school. The assessment will vary according to students leaning pace and pathways, but will be based on the following:

In listening and responding, students will understand purpose and context by identifying key words and textual clues, roles and relationships of participants; use textual features to support understanding, e.g. identifying key topic areas or questions and the sequence of ideas; develop strategies to manage unfamiliar language in text, e.g. identifying context, purpose, audience and focusing on familiar language elements; record, organise and present information in different formats, e.g. charts, graphs, picture sequences, oral presentations, speeches; and respond appropriately in familiar situations, e.g. confirming, requesting repetition, seeking clarification etc.

In reading and responding, students will search for and select relevant information in order to respond to questions; recognise the purpose of a text from the way it is structured, e.g. message, recipe, advertisement, letters, diaries, debates, speeches, notes; deduce the meaning of unfamiliar words from context; access available resources to assist in comprehending a text, e.g. word lists, glossaries, dictionaries; record, organize and present information in different formats, e.g. charts, graphs, picture sequences.

In speaking, students will use available resources to support production of an original text, e.g. cue cards, notes, photos, multimedia; present or request information in ways appropriate to the purpose, e.g. announcement, transaction, informal conversation, interview and use appropriate intonation, pronunciation, stress and rhythm when speaking.

In writing, students will apply specific rules of grammar and access appropriate vocabulary to construct texts; convey information in a sequence of sentences, each containing one or two main points, e.g. subject + time + verb, subject + verb + object; use available resources to support the construction of new texts, e.g. dictionaries, word lists, sentence models and use information and communication technologies to support production of original texts, e.g. word processing, digital images; requesting repetition, seeking clarification and in a formal situations, e.g. assemblies and parties.