Pupils be competent in their Mother Tongue Language and understand their culture.
We adopt a thematic-based teaching approach to foster our pupils’ interest in Chinese Language (CL). In this way, vocabulary taught can be used on a daily basis, allowing them to express themselves better in the language. Pupils are taught through stories, educational games and hands-on activities to make language learning a fun and memorable experience for them. This helps to build their confidence and motivation to learn the language.
Lessons are structured to increase effectiveness in language-learning through the instruction of character structure, radicals, stroke pattern, word recognition strategies and understanding how words are combined together.
In alignment to MOE Syllabus, we aim to develop pupils’ linguistic skills, in terms of listening, speaking, reading and writing; and to transmit Chinese traditional culture and values through the study of CL. Higher CL syllabus aims to achieve similar objectives, but at higher levels of linguistic proficiency and cultural knowledge.
With the modular approach (see Figure 1), all pupils will take Core modules from Primary 1 to Primary 6. The Bridging modules will give pupils who enter primary school with little exposure to CL additional support in the early primary years to help them catch up. These will focus on building pupils’ listening and speaking skills, giving them a friendly start to CL and helping them to cope well with the core curriculum. At Primary 3 (P3) and Primary 4 (P4), pupils who need additional support can take Reinforcement modules. Those with the ability and interest to go further will be encouraged to take Enrichment modules.
Systematic teaching of oral and listening skills are carried out through a variety of strategies. At the lower primary, there are extensive use of songs, choral reading, recitation and other oral activities at this level. At higher levels, activities to develop oral fluency and confidence in speaking are incorporated. We place more emphasis on character recognition and reading strategies while reducing emphasis on character writing in the early years.
Pupils will get to read books of various genres and interesting topics, including fables and stories (e.g. Journey to the West). We also use Chinese bridging books and comics books to make reading in CL more interesting. A weekly reading period are structured for pupils to read storybooks which are circulated among different levels.
Media rich interactive content is also used to engage pupils’ interest. We incorporate suitable web-based portals and interesting IT packages (e.g., games, animation, video clips) to facilitate character writing. We also use voice recognition software to enhance learning and assessment of oral communication skills.
To enhance their language proficiency, pupils share their learning experiences explicitly with their peers through various expressive genres such as writing. Differentiated resources for creative writing based on the pupils’ readiness and learning needs are developed. Individual conferencing for composition marking at least twice is conducted to provide feedback for improvement.
10’C and iMTL portal leverage the use of ICT to promote pupils’ interest in the CL, and to improve on their reading and writing skills in an interactive environment. 10’C and iMTL portal adopt a student-centred model which is well-balanced with teachers’ guidance and facilitation. It facilitates self-directed and collaborative learning, and allows pupils to learn at their own pace.
These ICT programmes help to unleash pupils’ potential in writing, especially amongst those at the lower primary level. Such an approach also encourages pupils to learn and create in a non-threatening environment.
P4 Mother Tongue Cultural Camp
10’C To promote the Chinese culture and traditional arts, the school organised a series of activities during the P4 Chinese Cultural Camp. In addition to understanding the cultures behind the traditional arts, pupils had opportunities for hands-on experiences in creating traditional art pieces like opera masks, rod puppets, Chinese knots, calabash painting, pop up cards and perfume satchels.
Cultural Performance Exposure Scheme
This scheme allows pupils to watch Chinese cultural performances at public theatres so that pupils can experience and appreciate Chinese culture in an authentic atmosphere. This motivates them to learn about Chinese culture and the learning of the Chinese language.
The objectives of the Fortnight activities are to develop pupils’ appreciation and promote their interest in the learning of the Chinese Language and its culture. We hope our pupils understand Chinese customs and practices beyond the classroom settings.
The department creates an interactive environment for the learning of the Chinese language and culture by organizing a variety of activities. The pupils learnt about Chinese culture hrough Clay Art, Kites and Chinese Knots. Pupils enjoyed the activities during the MT Fortnight tremendously.