Preface: Using This Integrated Resource Package

This Integrated Resource Package (IRP) provides some of the basic information that teachers require to implement the Mandarin Chinese 5 to 12 curriculum. The information contained in this IRP is also available through the Internet. Contact the Curriculum Branch home page: http://www.bced.gov.bc.ca/branches/pser/welcome.htm

The Introduction

The Mandarin Chinese 5 to 12 Curriculum

• provincially prescribed learning outcome statements
• suggested instructional strategies for achieving the outcomes
• suggested assessment strategies for determining how well students are achieving the outcomes
• provincially recommended learning resources

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete this stem: "It is expected that students will. . . ." Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC educators in collaboration with the Ministry of Education according to a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific local needs. The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum and further support for the teacher.

• Appendix A lists the prescribed learning outcomes for the curriculum arranged by curriculum organizer.

• Appendix B contains a comprehensive, annotated list of the provincially recommended learning resources for this curriculum. This appendix will be updated as new resources are evaluated.

• Appendix C outlines the cross-curricular reviews used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of this IRP.

• Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for samples of criterion-referenced evaluation.

• Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.

• Appendix F contains suggestions for Mandarin Chinese vocabulary, written in both simplified and traditional characters. The suggested vocabulary is considered "high frequency", and was gleaned from a number of resources that support this choice.

• Appendix G contains suggested expressions that can be taught to students. Each expression is written in traditional characters, simplified characters, and Hanyu Pinyin.

Explanation of Section		Curriculum Sub-Organizer as seen on the World Wide Web
Grade and Curriculum Organizer		Grade 5: Experiencing Creative Works This sub-organizer contains the following sections: Prescribed Learning Outcomes Suggested Instructional Strategies Suggested Assessment Strategies Recommended Learning Resources
Internal links to each section of the document
Prescribed Learning Outcomes		PRESCRIBED LEARNING OUTCOMES It is expected that students will: view and listen to creative works with visual and contextual support, and respond to them in various ways To view the prescribed learning outcomes for Experiencing Creative Works in other grades click on an icon below.
Navigational Links to similar sub-organizers
Suggested Instructional Strategies		SUGGESTED INSTRUCTIONAL STRATEGIES In the first years of language study, students' exposure to videos, stories, games, songs, music, dance, drama, and cultural events provide them with examples of Chinese that are simple and repetitive, yet stimulating and rewarding. Activities should be fun, with the emphasis on enjoyment and participation. Read to students from picture books that use familiar words and Chinese characters. (For more context-relevant materials, use children's books in other languages but paste Chinese characters over the words.) Have students make their own Chinese books by drawing pictures and writing a few words about each illustration. Show students how to use computer programs to generate Chinese characters for book projects or other purposes (e.g., banners, birthday cards). Keep a classroom collection of Chinese-language books (both commercial examples and those created by students) for students to read on their own or take home. Provide key words written in Pinyin and Chinese characters, then teach age-appropriate songs that have easy lyrics and appealing melodies and rhythm. Introduce key words, then show students segments of a Chinese animated video. As a class, discuss the content of the video, then ask students to make posters to promote it. Encourage students to begin compiling a vocabulary bank in the form of picture dictionaries.
Suggested Assessment Strategies		SUGGESTED ASSESSMENT STRATEGIES Assessment of students' experiences with creative works should focus on participation and response. At this level, their responses should not be assessed in terms of the language they use. Responses will often be made in English or using visual aids. After students read or create simple picture books, have them share the books with others or read them aloud to the class. Look for evidence that they: are interested in using Chinese to create something new use classroom resources (including the teacher) to support their work enjoy listening to Chinese stories are interested in their classmates' contributions When assessing students' work with computer-generated Chinese characters, look for: enthusiasm for the task curiosity about the meaning of various Chinese characters attempts to create personalized messages interest in the conventions or traditions involved (e.g., expressions often used in greeting cards) When students learn songs or poems, have them work in small groups to practise and present them to the class. Look for evidence that they: are willing to speak or sing in Chinese are curious about the meaning of the songs or poems try to incorporate what they know of the songs' or poems' meaning into their presentations listen attentively to the songs or poems others present When students create visual works based on Chinese-language resources (e.g., posters to advertise a video), look for evidence that they: incorporate some of the features they have seen in the Chinese sources offer personal views or responses are interested in sharing their work
Provincially Recommended Learning Resources		RECOMMENDED LEARNING RESOURCES Print Material China's Bravest Girl Chinese Designs and Symbols, Second Edition Favourite Folktales of China Introducing China - A Teacher Resource Book A Little Tiger in the Chinese Night Long is a Dragon The Mouse Bride Old Tales of China Red Eggs and Dragon Boats Story of the Chinese Zodiac Multimedia Chinese Folk Songs Chinese Mandarin Resource Book - Volumes 1, 2, and 3 The Chinese People Out of the East Horizon Zhongguotong
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