Curriculum Plan

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The mandarin Chinese Language courses are established for all the people of any culture backgrounds, with the minimum age of 4. It aims to help students to develop their competence in the basic skills of listening, speaking, reading and writing Chinese and prepare for GCSE, A-level or higher exams. Students learn from Pinyin (the most-widely used Chinese phonetic system) as a tool to master the spoken language; strokes to form the Chinese characters; radicals to accumulate vocabulary. Introduction of historical, social and cultural background of China are also provided whenever relevant. The current textbooks and exercise books used by the school are the overseas edition of the Standard Chinese. The overseas edition material consists of 9 textbooks, which contain Pinyin, step-by-step build-up of Chinese characters, phrases, some of idioms and sentences, language structure and grammar, speaking, reading and writing. They deal with culture and science in the context of practical life, literary stories, natural scientific papers, traditional idioms and the modern Chinese society. Some supplementary materials are also prepared by the teachers when is necessary and appropriate.

Every effort is made to systemise language classes to suit the needs of learners of different age groups and language proficiency levels. As a small Sunday community school, however, some classes may consist of children of different ages and of different levels of Chinese language proficiency. Teachers are therefore entitled to adjusting teaching methodology and content at their own discretion on the basis of their professional judgement of the learning needs and characteristics of the children in their classes.

Seasonal cultural celebrations and extra-curriculum activities are also organised to broaden the range of linguistic and cultural knowledge of our children. Parents are keenly expected to offer assistance and support for these activities.

A combination of Western and Eastern teaching methodologies are used, i.e., an integration of teacher-centred, knowledge based and student-centred, task based approach. A variety of activities are used during the lesson. Students are encouraged to participate actively in the classroom to enable them to develop strategies of being independent learners. Homework is seen as an integrated part of learning process to consolidate what they learn in the lesson.