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Chinese Language
Curricular Goals
To promote the holistic development of students, focusing on reading, writing, listening, speaking and self-directed studies. Positive values are cultivated alongside linguistic knowledge, including critical thinking, creativity, communication, collaboration and problem-solving.
To enhance students’ proficiency in Chinese and their application of the language in formal writing.
To deepen students’ aesthetic appreciation of the Chinese language and culture, promoting their sense of national belonging.
Curriculum Highlights
The curriculum covers nine learning areas: reading, writing, listening, speaking, literature, Chinese culture, morality, critical thinking and self-directed studies.
Reading
Integrating module-based teaching with “Read & Write” learning support programme to meet the needs of diverse students.
Activities are intentionally designed and implemented to encourage learning by doing, such as reading aloud, drama activities, and thought journals (Primary 4-6).
Using the core curriculum as a foundation, “pre-lesson assignments” and “unit assignments” are tailor-made for different learning stages. The materials guide students through three steps to progress - preparation before class, grasping key points during class, and extended learning after class. Helping students learn the module content and enhance reading skills simultaneously.
Students are trained in note-taking, a critical skill in self-directed learning.
Writing
Students are grouped by writing abilities and taught by materials addressing specific learning needs.
Writing content and strategies are structured by horizontal and vertical frameworks across grades, progressing from basic to advanced levels.
During lessons, students play a proactive role in writing activities. By practising topic analysis, material selection, drafting and making vocabulary lists, students are equipped with preparation and organisational skills.
After lessons, students review their own and others’ work, evaluating their learning outcomes and reflecting on improvement.
Speaking
This component instructs on communication etiquette, such as respecting others’ voices and opinions.
It trains students in adopting appropriate conversational strategies, including thinking before speaking, articulating while thinking, and choosing words carefully.
It encourages students to actively engage in conversations and express their opinions with confidence.
Listening
This component teaches effective listening techniques, such as jotting down key points while listening, and identifying keywords.
It cultivates attentive listening and thinking skills, fostering mutual respect and understanding.
Implementing Technology-Assisted Learning
A range of online learning platforms are utilised, e.g. “篇篇流螢”, “智愛中文平台”, “漢語小徑”, “我愛閱讀花園”, ”我愛視聽樂園” (Chinese only).
Using learning software such as Padlet, Popplet, Kahoot, Wordwall and Bitsboard to showcase students’ abilities and enhance engagement.
Organising Diverse Subject Activities
Chinese chess classes
Speech competitions
Penmanship competitions
Live writing competitions
Chinese cultural activities (e.g. Chinese calligraphy, classical poetry, Mid-Autumn Festival lantern party)
Chinese Culture Day