● Aims: According to the”中國語文科課程指引(2008)”, most non-Chinese speaking (NCS) students do not know how to speak Chinese. Hence, improving their Chinese standard has become the key to increasing their competitiveness in the workplace as well as equipping them to become part of Hong Kong labour force in the future.
The primary objectives of the subject are to:
- provide students with a solid foundation of the Chinese language;
- boost their language ability;
- equip them with a good grasp of written-language;
- stimulate their interest in learning Chinese;
- sharpen students’ high order thinking skills; and ultimately
- develop students’ ability of appreciating the Chinese language as part of a culture.
● For NCS students, Chinese classes are classified according to their language ability so as to cater for their learning diversity. In addition to NCS Chinese, our school arranges traditional Chinese lessons for students whose Chinese language proficiency is comparable to local Chinese students. They will sit for HKDSE Chinese Language after they have completed six years of studies.
● Teaching materials:Our school adopts《中文容易學》《輕鬆學漢語》《中文八達通》as textbooks for NCS students. 《中文容易學》is the collaborative work with other learning communities. It is a textbook for beginners of learning Chinese as a second language with a focus on listening, speaking, reading, writing, and recognition of traditional Chinese characters. 《中文容易學》comes with an audio e-book that assists teachers’ teaching and students’ self-learning.
● Catering for Learning Diversity:To cater for learning diversity, students are streamed into groups according to their reading, writing, listening and speaking ability. Regarding paper-setting, teachers have also adopted a certain degree of fine-tuning and adjustments.
In terms of teaching strategies, teachers adopt cooperative learning by pairing up stronger students with weaker students and a flexible teaching schedule to overcome learning diversity.
● Internal assessment: NCS students’ Chinese language ability is assessed in two ways – fotmative and summative assessment
Regarding formative assessment, teachers will design supplementary worksheets in addition to textbook materials to deepen students’ understanding and to extend students’ learning beyond the classroom. Topic quizzes are given after every chapter to consolidate learning. Students are also required to write weekly diary for extra practice of their language.
Regarding summative assessment, there are 4 internal assessments which include two general tests and exams.
● Public exam arrangement: NCS students must sit for GCSE Chinese examination by the end of Form 5 so as to fulfill the university entry requirement in Hong Kong. High-achieving students are recommended to take the GCSE exam during Form 3 or Form 4 and to attempt GCE Chinese, a higher level examination in Form 5.
● Student Support Programme:
A student support programme is held in collaboration with HKU to help students who sit for GCSE Chinese and those who learn Chinese in elementary levels. Lecturers from HKU come to our school after school and are responsible for teaching those students Chinese. For GCSEclasses, it aims to equip students with reading, writing, listening and speaking skills to cope with the exam. As for elementary Chinese classes, it aims to help students keep up with the pace in Chinese learning.
● Chinese language related activities:
In order to introduce students to and familiarize them with Chinese culture, our school has organized various activities such as mid-autumn festival celebration, Chinese kung-fu and lion dance shows, dragon boat races and field trips to Cheung Chau. NCS students also went on a study tours to Bejing Normal University (Zhuhai) Campus in mainland China. The study tour offers great opportunities for students not only to interact with university students but also to understand and experience university life.