Curriculum structure – the learning framework
The learning framework of this curriculum is based on eight progressive levels, which are defined by a series of achievement objectives. Choosing how to develop and deliver programmes to realise these objectives is the responsibility of schools and of teachers.
The framework includes:
- aims
- language development descriptors
- achievement objectives (which include communication functions and language level indicators)
- suggested sociocultural aspects
- suggested structures and vocabulary
- suggested learning activities
- suggested assessment activities.
All of these are intended to guide teachers in planning programmes.
Themes and topics
Themes and topics are not specified within the learning framework of this curriculum. In planning programmes, teachers are encouraged to build on learners' prior knowledge, needs, and interests, and on the material and people resources available.
Examples of possible areas of experience and related topics for each level are indicated in the suggested 'sociocultural aspects' that are provided on each of the 'Achievement objectives' pages. The Appendix provides further examples for teachers to consider.
Diagram 1: Structure of Chinese in the New Zealand Curriculum
The aims of the learning framework cover all eight levels.
Aims
for language learning
include general aims and achievement aims
At each level, the framework consists of the following parts:
Language development descriptors
general statements about language development
Achievement objectives
include communication functions, which reflect communicative uses of Chinese in everyday situations, and language level indicators, which describe that the language students will use to perform these functions at each level for each of the four strands – listening, speaking, reading, and writing
Suggested sociocultural aspects
identify historical and social content specific to the language
Suggested structures and vocabulary
indicate the linguistic content expected and, when used in conjunction with the communication functions and the language level indicators, suggest the level of difficulty expected for each level
Suggested learning activities
ways of using and reinforcing Chinese in realistic, communicative, language learning contexts
Suggested assessment activities
measure progress in realistic communicative situations through self assessment, peer assessment, and teacher assessment