Embedded Files
In the world of the 21st Century, it is increasingly acknowledged that a complete education includes the study of at least one additional language. Proficiency in another language brings great cultural and intellectual benefits, as well as promoting cognitive growth and facilitating international understanding. Chinese is taught as our additional languages from Year 1 to Year 6.
Chinese teaching and learning offers opportunities within reading, writing, speaking and listening. Chinese is integrated into mainstream units of inquiry wherever possible. Mandarin sessions offer opportunities for children to inquire into the language and through the language, with a focus on developing the children’s understanding of Chinese culture across the world. This is outlined in the Chinese Curriculum Overview.
Between 60-70% of children across the school are near native Chinese speakers, with the remaining 30% of children being non-native speakers. Mandarin provision caters for near -native and non-native speakers through class allocation and a differentiated curriculum. Further differentiation within individual classes ensures the achievement of children of all abilities.
Four full-time Mandarin teachers take responsibility for one class per year group. They are supported by a part-time Mandarin teacher across the learning week. Each class is further supported by a Mandarin Educational Assistant.
The structure of the current Chinese provision is outlined below:
Year 1-6 4 x 50 minute sessions per week
QBS Chinese Pathways
In an effort to better support students, the curriculum has been reorganised into three groups. The goal is to maximise student learning within the limited time available.
Chinese as an Additional Language
Chinese has always been taught as an additional language to all students. This change recognises that Chinese is an increasingly important global language, and providing students with exposure to it will broaden their linguistic and cultural horizons.
Targeted Support
The new groupings are designed to provide tailored support in key areas where students may need extra assistance. By grouping students based on their learning needs, teachers can deliver more personalised instruction and interventions.
Some of the grouping categories include:
Pathway 1
For students with little to no prior Chinese language experience
Emphasis on building fundamental skills in speaking, listening, reading, and writing Chinese
Introduces basic vocabulary, grammar, and cultural concepts
Pathway 2
For students with some existing Chinese language abilities
Focuses on expanding vocabulary, improving fluency, and developing more advanced grammar and communication skills
Incorporates Chinese literature, media, and real-world applications
Pathway 3
Challenges students who have already attained high proficiency in Chinese
Explores nuanced aspects of the Chinese language, including dialectal variations, idiomatic expressions, and sophisticated rhetorical styles
Deep dive into Chinese history, philosophy, arts, and other cultural topics
Assessment
Assessment in ESF primary schools is conducted in a comprehensive approach, including speaking, listening, reading and writing, that aims to cater for all students from diverse learning backgrounds, home support and learning needs. The assessment can take place in different forms. Here are some examples:
Entry assessment for new students
Benchmark assessment (End of school year for all students)
Formative assessment (Class observation, daily performance, group work, individual work, oral checks, class activities)
Summative assessment
Communications with parents, e.g. Parent-teacher consultation
Students’ immediate feedback, self-reflections
Home learning for Chinese
Year 1
Weekly Reading Log
Year 2
PW1 Weekly Spelling ，Bi-weekly Reading Log
PW2,3 Weekly Reading Log + Spelling
Year 3
Bi-weekly Reading Report
Weekly Spelling
Year 4
Bi-weekly Reading Report
Weekly Spelling
Year 5
Bi-weekly Reading Report
Weekly Spelling
Year 6
Bi-weekly Reading Report
Weekly Spelling
Page updated
Report abuse