Angela GouCassily LuLynette PangJenny Chen April FengPhyllis CaiNicole WangPenny Zhu Stephen Wong

Five Group Model Native and Near Native Classes Learning Chinese as the First Language Mainstream Classes Learning Chinese as the second or additional language Each class size is reduced so all students receive more support and assistance.

Placement Assessment At the start of the year, students are grouped according to their learning needs across each year level. Within Each Group Flexible grouping to meet students’ needs Collaborative planning in the department and teaching resources shared across groups

English Schools Foundation Chinese Curriculum Draft 4, August 2008 PYP Language Scope and Sequence English Schools Foundation Chinese Scope and Sequence

Inquiry Based Making authentic links to PYP Unit of Inquiry (Concepts, Attitudes, Skills, Knowledge)

combination of summative assessments and ongoing formative assessments Assessment all round skills as well as knowledge

Early Years Oral Chinese is the primary concern and must precede writing skills. In Year 1 and 2 mainstream classes, book reading and story telling are a major focus throughout the lessons, to engage students and maintain their interest.

Middle and Upper Years ( Year 3-6) The main focus is on developing skills in listening and speaking, reading and writing. Literacy development receives more attention in Years 5-6. By the end of Year 6, students are expected to carry on functional conversations and write short passages using basic vocabulary and grammar.

Children’s Chinese Folder (Year 3-6) Homework on the Buzz ( Year 3-6 ) Differentiated Home Reader Year 1-2(native and near native classes) Year 3-6 (all students)