Curriculum and Teaching Guideline

 School Policies and Aims

ASCC aims to promote the Chinese language and culture to either background or non-background school aged children.

The school uses Standard Chinese (Dinkum Mandarin) as the main medium of instruction for school-aged children. These series of textbooks are published by the People’s Education Press in Beijing, China and are specially written and designed for overseas Chinese. The textbooks are in Chinese and bilingual version was available at the end of 2003 and revised version was published as ungraded version in 2006. In 2008, it published revised version which ASCC started to use the first three levels at the beginning of 2011. The simplified Chinese characters are used and emphasized in textbooks with a glossary of traditional Chinese characters at the end of the textbook. Listening, speaking, reading, writing are emphasizes at all levels. Translating skills are introduced and reinforced at the upper levels.

The School Staff and Administration

The teaching staffs are carefully selected from an extensive list of applicants. All of them should have years of teaching experience gained in their home countries and districts with relevant qualifications. They all come from Mainland China and we also welcome experienced and qualified teachers from Taiwan, Hong Kong, Malaysia and Singapore. Chinese government agency — China Office of Chinese Language Council International (Hanban) in Beijing sent International Volunteer Chinese Language Teacher to teach in ASCC.

The School organises pre-service and in-service training of the staff. Each year, the school either sends teacher back to home country or join the touring training lectures in Australia organised by Chinese Culture and Education Foundation, Qiaoban and Hanban. All probationary, relief and positioned teachers must be trained before teaching in class.

The School principal assisted by a group of deputy principals and assistant look after the general administration of the school with the assistance of full-time Business Service Manager and Marketing Manager.

Course Outlines (Abbreviated)

Students Backgrounds

Majorities of the students are children of Australian Chinese families in which Chinese dialects and mandarin are spoken. So far, among the enrolled students, most of them are Australian born Chinese, and some are from Mainland Chinese with no formal education backgrounds. Most of the students have very little or no knowledge of the Chinese language. They face considerable difficulties in understanding, speaking, reading and writing the Chinese Language. To overcome the learning difficulties faced by the students, ASCC adopted flexible teaching methods according to different age groups and levels to stimulate interest in learning the Chinese language. In the recent years, the enrolments from non-background students have been increased about 15% of the whole enrolments.

Outline of Teaching Methods and Teaching Plan (Brief Version)

In determining its teaching methods and plan, ASCC follows closely the policies and guidelines of the Curriculum and Standards Framework (CSF) developed by ACT Department of Education and Training and regulations of the umbrella organisation of ACT Ethnic Schools Association. The school also consults with the guideline of International Curriculum for Chinese Language Education was stipulated by Hanban in 2008. We also organise the teaching by referring to the mental development and age characteristics of the students as well as the features of Chinese language. A care consideration has been given to the learning of the practical experiences and programs that were achieved and implemented by leading Chinese community language schools in Australia and New Zealand.

General Objectives

With the teaching and learning of the modern Chinese, we are expecting the students to achieve the mastery of Chinese Pin Yin system; the learning of 1,800 frequently–used Chinese characters; approximately 4,000 phrases and expressions; about 200 basic structure of sentences; the capability of reading and writing articles, letter or an essay of 300 words or so with certain degree of difficulty; the development of listening, speaking, reading and writing abilities and the comprehensive ability of using the Chinese in dealing the daily routines in Chinese language environment. Students who have successfully completed the study of this series of Standard Chinese textbooks in twelve years should reach the Chinese level equivalent to junior graduation in full-time schools in China and reach the requirements of High School Certificate (HSC) in NSW, Victorian Certificate of Education in Victoria and Australian Scaling Test (AST) in ACT in Australia.

Early Learning Chinese Classes (ELCC) (3-4 years old)

Early Learning Chinese Class (ELCC) in Australian School of Contemporary Chinese (ASCC) is a key program developed for the young children aged from years 3-4 to learn Chinese as early as possible in a flexible and friendly classroom environment.

According to cognitive psychology, language learning is the best way to the human’s mental and intellectual development, and this should take place in the early childhood. The crucial age period of learning another language is from years 3 to 7 and this development is irretrievable. This research is supported by linguistics as reinstated which concluded as important to start to learn another language as early as possible.

ELCC is a two-hour session between 9:30 am – 11: 30 am with a 15 minutes recess. The classes are conducted with teaching and activities based to develop the interest of learning through activities, songs, games to develop the learning ability and enhance knowledge and awareness of Chinese language.

Philosophy of modern early learning theory may be applied in classroom teaching.

Parents are encouraged to stay and accompany with the children during the class hours and offer various assistances including toilet supervision etc.

Teaching materials Standard Chinese Prep School are carefully prepared with key textbook and supplementary materials. Methodology varies according to the teaching contents. Experienced teachers are employed to conduct the classes with special training and various supports from the school community.

Preschool/Kindergarden Chinese Classes (4-5 years old)

Preschoolers and kinders are taught the awareness of Chinese language by the school-based teaching materials that are developed by various themes. The teaching is conducted through sing, games and interactive activities, aiming at the awareness of the language and the readiness into the primary level.

Primary Levels (6 – 11 years old)

At this stage, visual and phonetics methods are used to stimulate interest as the students do not understand spoken Standard Chinese. Emphasise is on listening and speaking. Other methods including playing games and group singing are also introduced.

Basic Chinese strokes, Chinese characters and their structures are introduced at the level. Basic pronunciation using Chinese Pin Yin is taught and this lays the foundation for dictionary skills that are taught at a later stage. While reading and writing the abbreviated or simplified character form is emphasized, students are also taught to recognise the original forms.

Junior High School Levels (12 – 14 year old)

At this stage, while teaching still strengthens the students’ use of Pin Yin system, the students should reach a level of mastering the system to recognise the Chinese characters independently. The students are encouraged to form simple phrases, sentences and paragraphs using characters learned. To improve the students’ reading and speaking skills, they are taught to recite short paragraphs and melodious poems. Students are trained to write short essays as well. To increase the students’ vocabulary, dictionary skills are taught at this stage.

Senior High School Level (15 – 16 year old)

Having learned the basic knowledge of the Chinese language, the students are encouraged to utilise the knowledge in everyday life situation. Encouraging students to write meaningful paragraphs and short essays using materials learned from the texts further enhances character structure study and dictionary skills. The School celebrates many festivals such as the Chinese New Year, Middle Autumn Festival, Mather’s day and Father’s Day through the year. The history, traditions and significance of these major festivals in the Chinese calendar are introduced in all grades and levels to promote the Chinese culture and to add interest to the sessions.

T Course (Year 11 – 12, 17 – 18 years old)

Tertiary course in ASCC is accredited course for students who aim at entering universities as credit. This course is classified into Continuous and advanced levels. The students who have been studying in ASCC or Year 11 and 12 in home schools are eligible to enrol.

To apply for a placement in the Chinese Continuing or Advanced course, read the enrolment information sheet, complete the application form (the information sheet and application form are also available from our website: insert the application form here), sign the completed form, fax the signed form to (02) 8003 9188.

Enquires about the enrolment and the school, please click contact us