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This presentation will cover…
• Why Primary School/K-12 Chinese?
• How is Chinese different?
• Chinese Primary Pedagogies?
• Available resources?
• Best practice at Primary?
• Connecting to secondary/high school?
©The Chinese Staffroom 2010
Why Primary School- K12 Chinese?
Opportunities • Children enjoy it
• Easily embedded into whole curriculum
• Pronunciation
• How languages work
• Cultural intelligence
Challenges• Finding time in the day
• Finding good teachers
• Continuation into secondary/high school and beyond
• Motivational balance of progress versus intrigue
©The Chinese Staffroom 2010
How is Chinese different?
• Sounds, Tones and Pronunciation
• Writing System
• ‘Grammar’
• Inter-cultural Understanding
©The Chinese Staffroom 2010
Chinese Primary Pedagogies
• Natural Learning’Children learn what they want/need to say’
• Chinese and China as different not difficult‘Integration with culture, oral progress, sentence pattern progress, comparative linguistics, adaptable literacy
• Preferred Progress ’Notable progress expected including in literacy –emphasis on language’
• Works for immersion schools and very young. Problem when not immersion, misses opportunity around comparative linguistics, problems creating own meaning? Can initially be motivational? Less emphasis on culture.
• Aimed at being motivational, helping those not continuing and continuing!
• More suitable for secondary/high school e.g. when learning characters by rote? But then why rote learning of sounds in KS2 SoW…
©The Chinese Staffroom 2010
Available ResourcesUK based KS2 SoW - Learning Outcomes
(versus Spanish and French where +more -less or equal=)
• Oracy (O)
• Literacy (L)
• Inter-cultural Understanding (IU)
• Language Learning Strategies (LLS)
• Knowledge about Language (KAL)
• Speaking and Listening (=)
• Writing and Reading (-)
• Note ‘inter’ and ‘understanding’ (+)
• Pulls on learning to read and write in English (=)
• Chinese as different not difficult (+)
©The Chinese Staffroom 2010
The Principles of the SoW
• Free (crown copyright)
• Emphasis on– Pronunciation– Cultural Intelligence– Mandarin Chinese as different not difficult
• Adaptable to – HanBan teachers– Primary class teachers– Experienced secondary teachers– ITT / new teachers
©The Chinese Staffroom 2010
©The Chinese Staffroom 2010
KS2 Scheme of WorkFor each year there are 6 units, in each unit there is an overview and 6 sessions…..
…. so 6 units per year, a unit per term (if you have 6 term per year if not a unit per half term)…
©The Chinese Staffroom 2010
For each year there are 6 units, in each unit there is an overview and 6 sessions
6 units, a unit per term or half term……6 sessions per term
Worth it?• Comprehensive (24*6=144 pieces of work!)• Adaptable• Uses academic research and best practice thinking• Blends intercultural understanding and language learning
©The Chinese Staffroom 2010
©The Chinese Staffroom 2010
The Schemes of Work are already established part of the MFL community………
i ie iao ian in ing u i ie iao
b bi bie biao bian bin bing bu b bi bie biao
p pi pie piao pian pin Ping pu p pi pie piao
m mi mie miao mian min ming mu m mi mie miao
f fu f
Pronunciation grid (later unit)
©The Chinese Staffroom 2010
Pronunciation grid – making it work
• Show how the tongue moves differently.
• Vary the exercise by……
• Create podcasts and/or videos of the grid…..©The Chinese Staffroom 2010
http://www.bbc.co.uk/learningzone/clips/greetings-and-introduction-to-china/1320.html (for above clip)
http://www.primarylanguages.org.uk/home.aspx (CILT primary website)
http://www.mandarama.com/guest-tour/free+game+demonstration (popular free tones game)
http://www.thechinesestaffroom.com/ (much more will be added)
©The Chinese Staffroom 2010
For other free resources relevant to the Scheme see
Other ways in…?
• Move beyond just the somewhat stereotypical Chinese New Year
• Celebrate other Chinese festivals from the perspective of a child using cross-curricula material
• Can be done without native speaker and using podcasted sounds of key words
©The Chinese Staffroom 2010
Best practice at Primary School/ K-12
• Working with the class teacher in partnership e.g. leaving material for follow-up in the week
• Integrating into whole school with cross curricula thinking and inter-cultural understanding
• Having a local support network and meetings
• Using ICT especially free resources especially podcasts and videos
©The Chinese Staffroom 2010
Trials of the SoW by CILT and the TDA showed best practice involved……
Connections to Secondary/High School
• Pronunciation good but needs continual attention
• Literacywork hard and harder
• Cultural Intelligencegrows up with the child
• Work on getting it right when not concentrating just on sounds, but when creating own meaning and adding natural expression
• Needs working on if working towards qualification. No easy answers.
• Needs continual work despite exam orientation. Can be created through cross curricula e.g. history, geography, business studies, general studies, citizenship
©The Chinese Staffroom 2010