Angela Gou

Cassily LuLynette Pang

Jenny Chen

April Feng Phyllis CaiNicole Wang Penny Zhu

Stephen Wong

Five Group Model

Native and Near Native ClassesLearning Chinese as the First Language

Mainstream ClassesLearning Chinese as the second or additional language

Each class size is reduced so all students receive more support and assistance.

•Placement AssessmentAt the start of the year, students are grouped according to their learning needs across each year level.

• Within Each GroupFlexible grouping to meet students’ needs

Collaborative planning in the department and teaching resources shared across groups

English Schools Foundation Chinese Curriculum Draft 4, August 2008

PYP Language Scope and Sequence

English Schools Foundation Chinese Scope and Sequence

Inquiry Based

Making authentic links to PYP Unit of Inquiry

(Concepts, Attitudes, Skills, Knowledge)

•combination of summative assessments

and ongoing formative assessments

Assessment

•all round skillsas well as knowledge

Early Years

Oral Chinese is the primary concern and must precede writing skills.

In Year 1 and 2 mainstream classes, book reading and story telling are a major focus throughout the lessons, to engage students and maintain their interest.

Middle and Upper Years ( Year 3-6)

The main focus is on developing skills in listening and speaking, reading and writing. Literacy development receives more attention in Years 5-6.

By the end of Year 6, students are expected to carry on functional conversations and write short passages using basic vocabulary and grammar.

Children’s Chinese Folder (Year 3-6)Homework on the Buzz ( Year 3-6 )

Differentiated Home Reader Year 1-2(native and near native classes)

Year 3-6 (all students)