
Introduction
Based on IB PYP MYP inquiry approach and Victorian Curriculum, this website is designed to encourage the learners to explore the learning concepts through questioning. It provides opportunities for the students to personalise their learning objectives and study the materials at their own pace so that the students are differentiated and their potentials are maximised.
This website includes links to IB Program and Victorian Curriculum, Language Overviews, Unit of Inquiries that are integrated with other subjects such as English, Maths, Humanities, Technology, Drama and Arts.
Language Overview In Term Three
The Prep LOTE Chinese program gives the students the opportunity, under the Unit of Inquiry of “How we express ourselves?” and the Central Idea of “Folktales can be told in many different ways” , to use PYP Inquiry to integrate and inquire about the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; and our appreciation of the aesthetic.
During Term 3, the students develop their cognitive and inquiry skills into Folktales and Fairy Tales. They distinguish between fairy tales and folktales by investigating their structures and features and how they are told. The students also investigate the underlying message of a folktale in different forms. They build their confidence in familiarising with Chinese pinyin system, strokes, radicals, early Chinese characters, numbers, days, dates, pets’ names and some simple propositions and verbs.
The students will learn and create own story book based on the book leant “Three Little Pigs (三只小猪sān zhī xiǎo zhū) and relate the story by using gestures and working in groups to perform parts of the story. They also develop the skills to confidently and independently follow instructions to use iPad and online Chinese software learning programs for listening and speaking skills, drawing on Key Concepts of Communications, Connections and Culture. Practising the writings of Chinese characters, and comparing the similarities and differences between strokes, radicals and characters is essential in Chinese language study. The students will further develop their skills to improve the tones and accent in pronunciation. Topics include: greetings, complex number, animals, likes and dislikes, hobbies, verbs such as “knock(qiāo敲), run(pǎo跑), want(yào要), open(kāi开), huff and puff (chuī吹), know(zhīdào知道), have(yǒu有)”; negative words such as “not(bù不, méi没)” ; pronouns such as “I(wǒ我), you(nǐ你), it(tā它), he(tā他), and she(tā她)”, and sentence structure such as “This is(zhè shì这是)...; That is(nà shì那是)….” for introduction.
Cultural aspects include Mid-Autumn Festival and its myths and legends. Chinese songs include “Little Good Bunnies(xiǎo tùzi guāi guāi小兔子乖乖), Little Shark Looks for a Friend(xiǎo shā yú zhǎo péng yǒu小鲨鱼找朋友), Mother Crocodile Gave Birth to Babies(è yú māma shēng bǎobao鳄鱼妈妈生宝宝)”. During the course, they students will concentrate on communicative, creative, organisation and self-management skills throughout their approaches to learning.