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 Art.
Grade Six Language Overview In Term Three
The Grade Six 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 Ways for Different Purposes” , 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 Three, the Grade Six students develop their inquiry and critical thinking skills into Folktales and Fairy tales. They further develop their comparing, evaluating and creative skills while gaining more confidence to enlarge their vocabulary and extend their knowledge in more complex sentence structures such as: “why(wèi shénme为什么？), how (zěnme le怎么了? zhěnme yang怎么样？), where(nǎlǐ哪里？), use of idioms “out of breath” (qìchuǎn xīxī气喘嘻嘻) and “bitterly” (bí qīng liǎn zhǒng鼻青脸肿), adverbs and adjectives such as “fast, slow, happy, scared, worried” (kuài快, màn慢, gāoxìng高兴, hàipà害怕, dāxīn担心)prepositions “in, on, at” (zài在), conjunctions such as “because, although, not only …but also” (yīnwéi…suǒyǐ因为…所以; suīràn…dànshì虽然…但是), bùjǐn…érqiě不仅 …而且) and verbs etc. They develop the skills to confidently and independently use online Chinese video learning programs to create their own imaginative work pieces, which leads to researching, and creating a script on “Lady Cháng É Ascending to the Moon(cháng é bēn yuè嫦娥奔月) ”. The students have learnt how to relate the story of “Chicken Little (小鸡的故事xiǎo jī de gùshì)”. In Term Three, they will perform the story by using gestures and working in groups, 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 enhance their skills to improve the tones and accent in pronunciation and make an effort to remember the words and use them in sentence and story creation. Topics include days and dates, complex number, animals, sports, body parts, ordinal words, places, fruits, verbs such as “fall (diào掉), run (pǎo跑), go (qù去), tell (gàosù告诉), hit (dǎ打), 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)”; adjectives, adverbs and exclamation words such as “oh, wow (àyà哎呀!,à啊!) ending word such as “le了” 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 “I Walk with the Moon” (yuèliàng zǒu, wǒ yě zǒu月亮走，我也走), McDonald Has a Farm(wáng lǎo xiānshēng yǒu kuài dì王老先生有块地), Clapping Hands Happily (xìng fú pāi shǒu gē幸福拍手歌)”. During the course, the students will concentrate on communicative, creative, organisation and self-management skills throughout their approaches to learning. They apply IB learner profiles for personal development and social skills, aiming at being internationally – minded.
