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Overall expectations in Chinese Language
The Chinese Language curriculum have been designed in recognition that learning language is a developmental process and that the phases a learner passes through are not always linear or age-related.
For this reason the content is presented in continuums for three strands of Chinese language -reading, writing, speaking & listening.
The continuums make explicit the overall expectations and conceptual understandings developed at each phase.
Each of these understandings is described in the behaviours or learning outcomes associated with each phase and these learning outcomes relate specifically to language concepts, knowledge and skills.
IMPORTANT NOTE:
The learning outcomes serve as a guide for teaching. As in any educational setting, not all outcomes are reported on / measured.
Further information about the timings of learning in relation to these Chinese language understandings and outcomes can be found in unit overviews which are communicated at the start of new units.
RCHK Developmental Continuums
These learning progressions elaborate on developmentally-appropriate growth and progress and align with our ESF Curriculum. Grounded in educational and scientific research, they detail learning that is generally expected at anticipated age ranges. The learning continuums recognise the fact that every child follows their own pathway to learning. The continuums share developmental milestones for learners. The Chinese continuums are different to other RCHK continuums in that there is no age- related bands. Instead you will see the levels of achievement organised into phases of learning.
READING
WRITING
Renaissance College Developmental Continuum - Chinese Writing.pdfSPEAKING AND LISTENING
Renaissance College Developmental Continuum - Chinese Speaking and Listening _pages_deleted.pdfReport abuse