Programme planning
Schools and teachers should work through a logical series of steps to create successful school and classroom programmes in Chinese. It is suggested that teachers:
- incorporate the philosophy and aims for learning Chinese as set out in this curriculum statement
- identify the needs, interests, and prior language experiences of learners, and any special requirements or school policies relating to language learning
- look at the long-term programme, considering the school-wide language programme (for example, the sequencing of levels, timetabling, possible national examinations, and possible links with programmes in other learning institutions), as well as the short-term programme (for example, the term programme, the weekly plan)
- identify the achievement objectives from the relevant strand or strands
- establish short-term objectives for each unit
- decide on suitable themes
- develop appropriate topics within the main themes to provide a balanced learning programme
- select and gather suitable resources
- select or develop suitable learning activities to enable learners to combine and apply the four strands for meaningful communication, together with specific content such as structures, vocabulary, and cultural and general knowledge
- prepare communicative exercises to reinforce structures and vocabulary
- select or create appropriate assessment activities
- develop a homework plan to encourage language study outside the classroom
- evaluate the learning programme against the objectives
- consider the sequence or progression of the main themes and topics
- look for ways of connecting language learning with other curriculum areas or specific subjects to enhance integrated learning (for example, with history, geography, music, or food preparation)
- consider the cyclical development of functions, activities, structures, and vocabulary to provide opportunities for reinforcement, consolidation, and extension of language skills and usage.
The following diagram illustrates one possible planning process, with many possible starting points.
Diagram 2: An approach to programme planning
- Identify students' needs and prior language experiences.
- Identify achievement objectives (communication functions and language level indicators) from each strand at the appropriate level.
- Refer to school policy for language learning and consider school-wide programme.
- Decide on suitable themes and develop appropriate topics within main themes.
- Plan appropriate learning activities. Look for ways of connecting Chinese with other curriculum subjects. Gather suitable resources. Develop assessment strategies.
- Carry through the activities, including reinforcement and assessment activities.
- Monitor students' progress against the objectives.
- Evaluate the learning and teaching
