PCL 2-Proficient Chinese learners 2
Nine-year compulsory education textbooks and workbooks-Chinese, the People's Education Press; Nine-year compulsory education textbooks and workbooks-Chinese, Shanghai Education Press
7 classes/week, 40 minutes/class
- Focus on the cultivation of reading habits
No language cannot be learned without extensive reading. Reading not only helps enhance knowledge – it enriches language skills. Pao School promotes reading both inside and outside of class. Each year, Pao School organises ‘Little Bookworm Meets Big Bookworm,’ a reading activity that encourages students to read independently after school. In addition, we also select suitable online reading materials for students in lower year levels in order to foster a greater interest in reading. During regular Chinese classes, students engage in guided reading activities each week in which students of a similar reading level read together and discuss the content with the teacher, or the teacher leads a reading activity with the class. In addition, Pao School also organises a reading programme which encourages students to read an entire book together after class, and launches a series of independent reading activities based on the book’s content, genre and themes, in an effort to help students develop a greater appreciation for literary works and their authors.
- Student-centred class model.
Pao School’s Chinese classes are rigorous but lively. We focus on collectiveness without ignoring each student’s learning needs. Our students come from all over the world, forming a multicultural atmosphere. Each student is at different stages of language learning, and therefore the needs of each student’s language development is also different. Teachers consider these two factors in planning their teaching strategies, and adjust learning content, learning intentions and other differentiation strategies to maximise the learning potential of each student.
- Cultivating multi-dimensional thinking skills
An ability to think multi-dimensionally is essential in the 21st century. As well as paying close attention to developing language ability and passing on traditions of Chinese culture, Pao School’s Chinese curriculum is also concerned with students’ ability to think. In class, teachers will lead students in asking questions on the content. In addition, teachers will encourage students to provide different answers on one question. Students will learn to see things from different perspectives and think analytically. Meanwhile, teachers will cultivate children's creativity through a variety of programmes and creative work.
- Organising various subject activities
In additional to classroom instruction, activities are also a major part of the curriculum at Pao School. We hope to inspire students' interests in Chinese with events that include 'Little Calligrapher' (Chinese calligraphy contest), ‘I love Hanzi’ (Chinese spelling bee contest), 'Little Bookworm meet big book fans’ and ‘Chinese Culture Week.’ Pao School’s multi-faceted activities allow students to benefit from the different aspects of Chinese learning.
PCL 1 -Proficient Chinese learners 1
‘Yu Wen,’ ’Keys Chinese,’ ’Chinese Made Easy’
Year 1-2: 7 lessons/week
Year 3-4: 8 lessons/week
Year 5: 7 lessons/week
Pao School's Proficient Chinese Learner 1 teaches Chinese as a second language for non-native Chinese-speaking students. PCL1 curriculum is based on Pao School’s current Chinese programme for its native Chinese-speaking students. Texts are selected from local textbook ‘Yu Wen,’ supplemented by related units from Chinese textbooks for foreign students, including ‘Keys Chinese’ and ‘Chinese Made Easy’ to enhance the practicality of language learning. The selection of teaching materials takes into account both the literary experience and language instruction. Hence, students experience authentic Chinese content through locally-produced teaching materials and improve competency in communication through the study of Chinese textbooks for foreigners.
CAL-Chinese as an additional language
‘Key Chinese’ (Hong Kong local textbook), ‘Chinese Made Easy’, ‘Yu Wen’ (local textbook), Chinese culture supplementary learning materials, Chinese library reading resources
7-8 periods/week for each year group
- Students in lower year levels enhance their ability in oral, listening and reading, which helps develop their writing ability.
- Students receive a strong foundation in pinyin, strokes, radicals and basic rules of Chinese characters.
- The combination of CAL and Drama in Education strategies helps students prepare for studies in CAL literature.
- Course materials are adjusted to complement the development of each student’s language abilities.
- Based on each student’s individual learning attributes, the appropriate literature curriculum is selected and designed to help foster an interest in Chinese literature.
- Cultural activities are organised for each year level to coincide with Chinese studies, further promoting the immersion between culture and literature.
- Students have the opportunity to better understand different genres of Chinese language and style through regular topic-based collaboration with the English Department.
- With help from the IT Department, students will enhance their ability to search for Chinese-related information independently and improve language learning.
- Improve the ‘Bridge Programme’ for middle and higher year level primary CAL students to ease transition to further Chinese learning in middle school.