The Chinese Curriculum at DCS since its inception in 2003 has evolved into a coherent, clearly articulated programme catering for all students from DUCKS to Year 13.
The new updated curriculum has been developed and designed to incorporate the skills and levels required specifically for students at Dulwich College Shanghai. We have utilised parts of the English National Curriculum, the USA AERO standards, the requirements for HSK (Hanyu Shuiping Kaoshi-the Chinese standard exams for foreigners) and the local Chinese National Curriculum (Guo Jia Ke Cheng Biao Zhun-Yu wen) to design a Ten Level comprehensive curriculum for the Whole College.
Dulwich College Shanghai students represent the full spectrum of linguistic abilities in Chinese. These range from complete beginners to those with fully age- appropriate literacy skills. To meet the language needs of each standard we have designed a differentiated programme that is divided into three pathways.
These 3 pathways are Mandarin as Foreign Language, Mandarin as a Second Language, and Mandarin as a Native Language
1The Chinese Curriculum
Mandarin as a Foreign Language is designed for non-native/non heritage students, with an emphasis on aural, verbal and oral skills, but less focused on writing. The course emphasizes oral communication with an element relating to Chinese culture. It is central that the students practise the skills learnt in the classroom daily within the wider Chinese community. Students who follow this pathway should, by the end of Y13, be able to read a simple Chinese language newspaper, with requirements of reading 1500-2000 words. These students will be able to take IB language B by the end of the course will be able to speak for 4 minutes on a given topic, maintain a dialogue for 20 minutes, and write a 500-700 character essay.
2 Mandarin as a Second Language (MSL)
Mandarin as a Second language is for heritage students who have been living out of China, or non-heritage students who have been living in China for a long time. These students are able to carry out communication tasks that are age appropriate, but may not be fully functional in Chinese. Those students are not placed in higher pathway due to their lack of literacy skills. The course focuses on student reading and writing skills. Within this pathway students at the end of Year 13 should be able to read a simple novel and watch a Chinese movie. They will be able to access the IB Language B or B Higher level course.
3 Mandarin as a Native Language (MNL)
Students in this pathway acquired and learned Chinese as their 1st language through receiving prior school education in Chinese. English is their second language. The learning objective for students in this pathway is to further their literature knowledge and develop their critical thinking skills. The Shanghai Chinese curriculum is applied but not at local Chinese school level, due to the lack of the ‘Native’ learning environment where the target language is the medium of instruction. Students within this pathway are expected to take Chinese at IB A2 or A1 in Year 13.
Assessment within the Mandarin programme is standards based and at each year level there are specific benchmarks for students to attain. Our curriculum ensures that students develop listening, speaking, reading, and writing skills essential to achieve the English National Curriculum, IGCSE and IBDP programme standards.
0 Response to "The Chinese Curriculum "
Post a Comment