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- Draft for Pilot 2023.pdf
- Description: Chinese (Mandarin) Learning Matrix
Past Matrices:
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- Title: Draft for Pilot 2022
- Description: Chinese (Mandarin) Learning Matrix
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- Draft for Pilot 2022.pdf
- Description: Chinese (Mandarin) Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2023
- Description: Chinese (Mandarin) Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-01/CH%20Learning%20Matrix_1.pdf?VersionId=DOB1nwRgooiRhD5WMEWM5t1WkJDx1gwg
- File Extension: pdf
- File Size: 258KB
- Draft for Pilot 2023.pdf
- Description: Chinese (Mandarin) Learning Matrix
[ File Resource ]
- Title: Draft for Pilot 2022
- Description: Chinese (Mandarin) Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2022-12/CH%20Learning%20Matrix%202022.pdf?VersionId=F1c8SuOo4TUn9T694W2zqOxI.AURQ8_y
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- Description: Chinese (Mandarin) Learning Matrix
What is Chinese (Mandarin) about?
[ Video Resource ]
- Title: Asian Languages
- Description: Asian Languages Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/571865194
- Transcript: In conversation with Michelle Lodge Wendy Chen Will Flavel Transcript below: I really love the languages' whakatauki: Your voice and my voice are expressions of identity. May our descendants live on and our hopes be fulfilled. I like it because it strongly links with the idea that language
In conversation with
Michelle Lodge
Wendy Chen
Will Flavel
Transcript below:
I really love the languages' whakatauki: Your voice and my voice are expressions of identity. May our descendants live on and our hopes be fulfilled. I like it because it strongly links with the idea that language, culture and identity are connected. What do you guys think?
Yeah, we felt that was one of our big ideas. So you'll see that coming through in the learning matrix. I think it fits very well in our language classrooms. Because this is the message to acknowledge all the students' cultural background and their identity as well.
I feel that we spend a lot of time with whanaungatanga. We build those relationships with the kids. We get to know them, we encourage them to talk about themselves and their experiences there.
Yeah and I guess, we can't actually separate language and culture. They actually come together really well, and then to add identity further adds that dimension about the holistic view of seeing the world.
That's right, yes and how you see the world through your cultural lens. And being in the language classroom, the language teacher opens up another lens of culture to some students.
That's right, we've got a lovely quote up in our classroom, which says: "Be curious not judgmental", and that's what we're encouraging the kids to do.
That's right. It's really important, because now, we're living in a really a multi-ethnic country Aotearoa New Zealand and what that involves is understanding, how other people think, how other people do things. I think language learning will provide an authentic way of learning that.
I totally agree, the big ideas and the significant learning that are shown in the learning matrix, that's a key part of it, and these are 21st century skills as well. That relationship building, knowing where you come from.
You both are in the classroom at the moment. I understand that this will perhaps help reduce the workload for teachers, what do you guys think?
Definitely. The number of tasks that have been assessed has dramatically dropped. We've obviously gone from five Standards down to four, so there's that impact there.
How about you Wendy? What do you feel? I think, that is my first impression of the new achievement Standards. So the workload is being reduced, so we can focus more on teaching and our students can focus more on their learning.
What I've really enjoyed over the last few days and including our Zoom meetings is the robust discussions, because what that shows is that there's so much passion from teachers. That we're all Asian language based teachers, but we actually think very differently. You can see that there are differences between for example the Japanese teachers, the Korean teachers, the Chinese (Mandarin) teachers. So I think that's really good and robust discussion is really healthy.
I agree, it's given us an opportunity to really think through why we are feeling the way we feel about changes that we're suggesting. I like to use Confucius quote, it says: [speaking Chinese]. What it means: Three of us working together, one of us must be my teacher. But I think it's a very good quote to use, because through our debating we had a lot of debate and discussion. So we actually see the same assessment and we see different teachers from different backgrounds and how they approach to this assessment, and it reflects what they do in their classroom. So for me as a classroom teacher, it's a very good learning opportunity as well.
No doubt there'll be challenges, we've got to accept that. We're asking teachers to change a little bit of what they're used to be doing for a long time. I think change is good. Change is... It's challenging, and it's about supporting each other throughout New Zealand on this journey, this change that's happening here.
Subject-specific terms can be found in the glossary.
By engaging with this subject, students develop the ability to communicate in Chinese (Mandarin) and connect meaningfully with people in different communities around the world.
Languages and cultures play a key role in developing personal, community, national, and global identities. Through Chinese (Mandarin), students learn how to engage with the world around them in appropriate ways and become global citizens. As students acquire the skills of both communicative and intercultural competence, they reflect simultaneously on their own personal identities and explore their own culture(s) from a new perspective.
Students are encouraged to use their own cultural kete to enrich their learning of Chinese (Mandarin). Students will discover and make connections to the rich history, customs, and cultures of the communities in which Chinese (Mandarin) is spoken. Students also have opportunities to make linguistic and cultural connections with Māori and Pacific cultures. By engaging in Chinese (Mandarin), students learn that each language has its own way of expressing meaning, and that each has intrinsic value and special significance and mana for its users.
Language learning is both an individual and collaborative process. Students are encouraged to foster rangatiratanga by taking ownership of their language learning. Students will work together in highly collaborative environments with fellow language learners towards the common goal of language acquisition.
By engaging in Chinese (Mandarin), students gain skills and knowledge that can lead to, and support, a wide range of pathways. The ability to communicate in more than one language helps students stand out. Students with the knowledge of an additional language demonstrate that they are committed to their learning and are interested in the world beyond their own. This is a considerable advantage and enhances employability in any career.
Skills and knowledge gained in Chinese (Mandarin) include:
- increased cultural competence and global awareness
- communicative capabilities and interactive strategies
- understanding structure in thinking and communication
- enhanced creativity and problem-solving skills
- increased understanding of successful learning methods
- an appreciation of diverse backgrounds, experiences, and perspectives
- an additional context to embed and enhance literacy and numeracy competencies.
Whether being used straight out of school or to enhance tertiary study, the transferable skills, cultural knowledge, and linguistic strategies learnt while engaging in Chinese (Mandarin) will continue to support and enhance students’ life pathways long after school.
The Learning Area's Whakatauākī is:
Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako.
Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.
The whakapapa and meaning of the Learning Languages Whakatauākī
The Learning Languages Whakatauākī came from Tāmaki Makaurau through Rewa Paewai of Auckland College of Education, gifted by the late Tuteira Brightwell Pohatu of Ngāti Porou.
The Learning Languages Whakatauākī brings to life the why and how of language learning.
Communication is a vital part of human connection. We use language to share our ideas, build relationships, and create communities. There are inextricable connections between language, culture, and identity. Languages carry within them cultural values, practices, and protocols that have developed over time, such as tikanga and kawa, and are a way we express our identity. As such, the vitality of a language impacts the vitality of a culture and vice versa. It is in this way that the hopes of our ancestors live on through the continued use of their language by their descendants.
There are strong connections between the movements in the Māori creation story and the process of language learning. Like the movement from Te Kore (nothingness) to Te Pō (darkness and night) then finally to Te Ao (light and life), language learning brings students on a similar journey.
Learners begin in the state of Te Kore, represented by their initial incomprehension of the language. This is also the state where unlimited potential exists. When students begin their language learning process, they enter the state of Te Pō, where they face all the challenges that are involved with language learning. And finally, through resilience, perseverance, and guidance, students emerge into the state of Te Ao, where they gain a sense of clarity, meaning, linguistic proficiency, and cultural understanding.
Subject-specific terms can be found in the glossary.
By engaging with this subject, students develop the ability to communicate in Chinese (Mandarin) and connect meaningfully with people in different communities around the world.
Languages and cultures play a key role in developing personal, community, national, and global identities. Through Chinese (Mandarin), students learn how to engage with the world around them in appropriate ways and become global citizens. As students acquire the skills of both communicative and intercultural competence, they reflect simultaneously on their own personal identities and explore their own culture(s) from a new perspective.
Students are encouraged to use their own cultural kete to enrich their learning of Chinese (Mandarin). Students will discover and make connections to the rich history, customs, and cultures of the communities in which Chinese (Mandarin) is spoken. Students also have opportunities to make linguistic and cultural connections with Māori and Pacific cultures. By engaging in Chinese (Mandarin), students learn that each language has its own way of expressing meaning, and that each has intrinsic value and special significance and mana for its users.
Language learning is both an individual and collaborative process. Students are encouraged to foster rangatiratanga by taking ownership of their language learning. Students will work together in highly collaborative environments with fellow language learners towards the common goal of language acquisition.
By engaging in Chinese (Mandarin), students gain skills and knowledge that can lead to, and support, a wide range of pathways. The ability to communicate in more than one language helps students stand out. Students with the knowledge of an additional language demonstrate that they are committed to their learning and are interested in the world beyond their own. This is a considerable advantage and enhances employability in any career.
Skills and knowledge gained in Chinese (Mandarin) include:
- increased cultural competence and global awareness
- communicative capabilities and interactive strategies
- understanding structure in thinking and communication
- enhanced creativity and problem-solving skills
- increased understanding of successful learning methods
- an appreciation of diverse backgrounds, experiences, and perspectives
- an additional context to embed and enhance literacy and numeracy competencies.
Whether being used straight out of school or to enhance tertiary study, the transferable skills, cultural knowledge, and linguistic strategies learnt while engaging in Chinese (Mandarin) will continue to support and enhance students’ life pathways long after school.
The Learning Area's Whakatauākī is:
Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako.
Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.
The whakapapa and meaning of the Learning Languages Whakatauākī
The Learning Languages Whakatauākī came from Tāmaki Makaurau through Rewa Paewai of Auckland College of Education, gifted by the late Tuteira Brightwell Pohatu of Ngāti Porou.
The Learning Languages Whakatauākī brings to life the why and how of language learning.
Communication is a vital part of human connection. We use language to share our ideas, build relationships, and create communities. There are inextricable connections between language, culture, and identity. Languages carry within them cultural values, practices, and protocols that have developed over time, such as tikanga and kawa, and are a way we express our identity. As such, the vitality of a language impacts the vitality of a culture and vice versa. It is in this way that the hopes of our ancestors live on through the continued use of their language by their descendants.
There are strong connections between the movements in the Māori creation story and the process of language learning. Like the movement from Te Kore (nothingness) to Te Pō (darkness and night) then finally to Te Ao (light and life), language learning brings students on a similar journey.
Learners begin in the state of Te Kore, represented by their initial incomprehension of the language. This is also the state where unlimited potential exists. When students begin their language learning process, they enter the state of Te Pō, where they face all the challenges that are involved with language learning. And finally, through resilience, perseverance, and guidance, students emerge into the state of Te Ao, where they gain a sense of clarity, meaning, linguistic proficiency, and cultural understanding.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Big Idea for Chinese (Mandarin).
The Learning Languages Learning Area, including its whakatauākī, inform this subject's Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6, 7, and 8 learning.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6 and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in Chinese (Mandarin). The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Big Idea for Chinese (Mandarin).
The Learning Languages Learning Area, including its whakatauākī, inform this subject's Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6, 7, and 8 learning.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6 and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in Chinese (Mandarin). The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
The ability to communicate in an additional language is a rewarding experience. It allows students to engage in effective and appropriate communication with people from different cultures and communities, and the world around them. It also broadens their opportunities to travel, study, and work in Chinese-speaking communities within and outside of Aotearoa New Zealand.
Each student brings their own unique linguistic and cultural repertoires to their learning. Students learn to acknowledge the mana of Chinese-speaking cultures, protocols, and language. They will make connections with the rich history and ways of doing things in Chinese-speaking cultures and communities. In doing so, students are able to reflect on their own personal identities and explore their own culture(s) from a new perspective.
Ultimately, communication in an additional language is an important step towards global citizenship.
Learning languages is about connecting and communicating within and across cultures and communities
The ability to communicate in an additional language is a rewarding experience. It allows students to engage in effective and appropriate communication with people from different cultures and communities, and the world around them. It also broadens their opportunities to travel, study, and work in Chinese-speaking communities within and outside of Aotearoa New Zealand.
Each student brings their own unique linguistic and cultural repertoires to their learning. Students learn to acknowledge the mana of Chinese-speaking cultures, protocols, and language. They will make connections with the rich history and ways of doing things in Chinese-speaking cultures and communities. In doing so, students are able to reflect on their own personal identities and explore their own culture(s) from a new perspective.
Ultimately, communication in an additional language is an important step towards global citizenship.
Big Idea Body:
Languages create and represent meaning by employing unique systems of linguistic building blocks that give rise to endless possibilities for expression and exchange. These building blocks are inclusive of oral features, vocabulary, grammar, and syntax.
Students who learn Chinese (Mandarin) get to explore its unique linguistic workings by comparing and connecting it with their own language or languages. They learn how speakers adjust their language when negotiating meaning in different contexts and for different purposes, and how different types of text are organised. This helps them to communicate with greater clarity, creativity, and confidence.
Chinese (Mandarin) belongs to a different language family than English or te reo Māori and has developed in different historical and social contexts. The resulting linguistic differences will give students the opportunity to reflect back on their own language(s) and develop an awareness that languages can make meaning in a variety of ways not encountered in European or Pacific languages, for example, how script and tones in Chinese (Mandarin) and the registers of language are used to express respect or recognise social status. There are similarities as well, such as vocabulary around family relationships in Chinese (Mandarin) and te reo Māori.
These similarities provide another opportunity to include not just English but also te reo Māori as the first language reference point in additional language learning. By exploring both the similarities and differences students build an increasing understanding of how linguistic elements work together as they develop their linguistic proficiency in Chinese (Mandarin).
Languages express meaning through unique forms of communication
Languages create and represent meaning by employing unique systems of linguistic building blocks that give rise to endless possibilities for expression and exchange. These building blocks are inclusive of oral features, vocabulary, grammar, and syntax.
Students who learn Chinese (Mandarin) get to explore its unique linguistic workings by comparing and connecting it with their own language or languages. They learn how speakers adjust their language when negotiating meaning in different contexts and for different purposes, and how different types of text are organised. This helps them to communicate with greater clarity, creativity, and confidence.
Chinese (Mandarin) belongs to a different language family than English or te reo Māori and has developed in different historical and social contexts. The resulting linguistic differences will give students the opportunity to reflect back on their own language(s) and develop an awareness that languages can make meaning in a variety of ways not encountered in European or Pacific languages, for example, how script and tones in Chinese (Mandarin) and the registers of language are used to express respect or recognise social status. There are similarities as well, such as vocabulary around family relationships in Chinese (Mandarin) and te reo Māori.
These similarities provide another opportunity to include not just English but also te reo Māori as the first language reference point in additional language learning. By exploring both the similarities and differences students build an increasing understanding of how linguistic elements work together as they develop their linguistic proficiency in Chinese (Mandarin).
Big Idea Body:
Language and culture continuously evolve together, influencing one another in the process. Language encodes culture and provides the means through which culture is shared and passed from one generation to the next — contributing to personal, community, national, and global identities.
Learning an additional language provides the richest possible access to another culture. It allows students to communicate with people from Chinese cultures and thus explore authentic spoken and written expressions of that language. In this way, students gain an understanding of that culture which provides a strong foundation for intercultural respect and acceptance as well as an appreciation for diversity.
Students gain an insight into how their own 'cultural lens' shapes their perceptions and ways of doing things. This helps to deconstruct cultural stereotypes and allows them to appreciate the rich knowledge each individual brings to the learning environment.
Language, culture, and identity are inextricably linked
Language and culture continuously evolve together, influencing one another in the process. Language encodes culture and provides the means through which culture is shared and passed from one generation to the next — contributing to personal, community, national, and global identities.
Learning an additional language provides the richest possible access to another culture. It allows students to communicate with people from Chinese cultures and thus explore authentic spoken and written expressions of that language. In this way, students gain an understanding of that culture which provides a strong foundation for intercultural respect and acceptance as well as an appreciation for diversity.
Students gain an insight into how their own 'cultural lens' shapes their perceptions and ways of doing things. This helps to deconstruct cultural stereotypes and allows them to appreciate the rich knowledge each individual brings to the learning environment.
Big Idea Body:
"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging."
(Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)
Language and thought are intricately intertwined. Our language(s) can direct our thoughts and influence our perspectives without us always being aware of it.
By learning an additional language, students can compare and connect their own linguistic and cultural repertoires with people from different backgrounds. In doing so, they gain an appreciation for the ways that people from other linguistic and cultural backgrounds see and approach the world. Students are given the opportunity to navigate different perspectives and gain a deeper insight into how languages influence the way we think and engage with not only each other but also the world around us.
The ability to critically examine diverse cultural and personal points of view, which is facilitated by developing proficiency in another language, is an invaluable skill in our increasingly diverse and globally connected world.
Language learning is a powerful way to exercise the brain. Engaging with another language gives us new metacognitive tools to think about languages as systems, improving overall creativity and problem-solving capabilities.
Learning languages encourages diverse ways of thinking, doing, and being
"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging."
(Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)
Language and thought are intricately intertwined. Our language(s) can direct our thoughts and influence our perspectives without us always being aware of it.
By learning an additional language, students can compare and connect their own linguistic and cultural repertoires with people from different backgrounds. In doing so, they gain an appreciation for the ways that people from other linguistic and cultural backgrounds see and approach the world. Students are given the opportunity to navigate different perspectives and gain a deeper insight into how languages influence the way we think and engage with not only each other but also the world around us.
The ability to critically examine diverse cultural and personal points of view, which is facilitated by developing proficiency in another language, is an invaluable skill in our increasingly diverse and globally connected world.
Language learning is a powerful way to exercise the brain. Engaging with another language gives us new metacognitive tools to think about languages as systems, improving overall creativity and problem-solving capabilities.
Big Idea Body:
The process of acquiring an additional language requires regular commitment, practice, and repetition. It fosters perseverance and supports students to take ownership of their own learning. By doing so, they demonstrate and foster rangatiratanga, which encompasses student agency, leadership, and self-determination.
Students are made aware of the processes of language acquisition and gain some insight into the most helpful strategies for communication. These can include pattern recognition, trial and error, techniques to memorise vocabulary, and effective use of tools like dictionaries, verb conjugators, and digital translators. Students are encouraged to find modes of learning that work best for them and to begin thinking like a linguist.
As students build resilience and continually negotiate situations with emerging communicative competence, they feel safe to take the risk of being misunderstood. This encourages them to reframe 'mistakes' as rich opportunities for learning and development. It gives them the confidence to seek out opportunities to use Chinese (Mandarin) outside the classroom, which is where language learning truly flourishes.
Through language learning, students become better equipped to communicate competently and meaningfully not only in Chinese (Mandarin), but the language(s) they already know. The attributes gained, such as resilience, self-determination, a commitment to improvement, and increased problem-solving capabilities, will continually support students in every aspect of their life. It is in this way, that the language learning process empowers the learner throughout their life.
Language learning is an empowering process that involves risk-taking and fosters resilience and perseverance
The process of acquiring an additional language requires regular commitment, practice, and repetition. It fosters perseverance and supports students to take ownership of their own learning. By doing so, they demonstrate and foster rangatiratanga, which encompasses student agency, leadership, and self-determination.
Students are made aware of the processes of language acquisition and gain some insight into the most helpful strategies for communication. These can include pattern recognition, trial and error, techniques to memorise vocabulary, and effective use of tools like dictionaries, verb conjugators, and digital translators. Students are encouraged to find modes of learning that work best for them and to begin thinking like a linguist.
As students build resilience and continually negotiate situations with emerging communicative competence, they feel safe to take the risk of being misunderstood. This encourages them to reframe 'mistakes' as rich opportunities for learning and development. It gives them the confidence to seek out opportunities to use Chinese (Mandarin) outside the classroom, which is where language learning truly flourishes.
Through language learning, students become better equipped to communicate competently and meaningfully not only in Chinese (Mandarin), but the language(s) they already know. The attributes gained, such as resilience, self-determination, a commitment to improvement, and increased problem-solving capabilities, will continually support students in every aspect of their life. It is in this way, that the language learning process empowers the learner throughout their life.
Key Competencies in Chinese (Mandarin)
Developing Key Competencies through Chinese (Mandarin)
Learning languages is inherently about extending the ability to relate to, and interact appropriately with, others in more than one cultural setting through the fine-tuning of linguistic skills. The language learning process itself requires students to manage self, participate, and contribute. Students will be exposed to new ways of thinking about the world and their place in it. They will be encouraged to think about how they can participate in, and contribute to, their communities and the wider world around them.
Thinking
Students of Chinese (Mandarin) will:
- deduce rules, recognise patterns, and use their problem-solving abilities to make meaning with an imperfect set of linguistic skills
- evaluate and choose from a range of vocabulary, structures, and communicative strategies to engage with different audiences, sometimes having to think on their feet to improvise and adapt for different contexts and purposes
- explore and reflect on the many ways language, culture, and thinking influence each other
- compare their own language(s), culture(s), and ways of thinking to Chinese languages and cultures, and critically reflect on their assumptions and identities in a way that fosters intercultural competence and global citizenship.
Using language, symbols, and texts
Students of Chinese (Mandarin) will:
- develop increased proficiency in using language, symbols, and texts effectively to communicate information, opinions, and ideas, not just in the additional language they are learning, but also in their own language(s)
- recognise how choices of language, symbols, or text work together and affect people’s understanding of, and responses to, communications and how they work together in different languages
- think about the type of language which is appropriate to use in a range of contexts and formats and for different purposes and audiences
- expand their ability to express themselves in increasingly independent and imaginative ways and improvise and adapt in a range of communicative situations.
Relating to others
Students of Chinese (Mandarin) will:
- build upon their listening skills, recognise different points of view, negotiate, and share ideas, embracing different cultural practices
- explore how language, culture, and identity are interrelated and thereby develop the ability to relate to people, both from other cultures but also their own, with more empathy and insight
- develop an appreciation of diverse backgrounds, experiences, and perspectives in Aotearoa New Zealand and the wider world
- experience how a curious, open-minded, and respectful engagement with the values and identities of others can lead to valuable insights into their own identity and offer opportunities for self-development.
Managing self
Students of Chinese (Mandarin) will:
- be encouraged to take ownership of their own learning process and find ways of learning and practising that work for them
- use their understanding of how language acquisition works, for example, lots of input, lots of output, making mistakes as part of the process, and so on, to actively engage in the practice necessary to make steady progress
- build on their own strengths and address their own identified learning needs, setting and meeting their own learning goals
- be involved in reporting processes
- participate actively and responsibly in group activities.
Participating and contributing
Students of Chinese (Mandarin) will:
- be encouraged to take risks, learn from mistakes, and take responsibility for initiating and maintaining communication; through this, they will gain confidence to participate and contribute in and outside of the classroom with the skills they have
- mature as local and global citizens by getting to know the worldviews and needs of other people
- recognise the interconnected nature of societies and communities in the world and Aotearoa New Zealand and be encouraged to think of their place in and responsibility to it.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Developing Key Competencies through Chinese (Mandarin)
Learning languages is inherently about extending the ability to relate to, and interact appropriately with, others in more than one cultural setting through the fine-tuning of linguistic skills. The language learning process itself requires students to manage self, participate, and contribute. Students will be exposed to new ways of thinking about the world and their place in it. They will be encouraged to think about how they can participate in, and contribute to, their communities and the wider world around them.
Thinking
Students of Chinese (Mandarin) will:
- deduce rules, recognise patterns, and use their problem-solving abilities to make meaning with an imperfect set of linguistic skills
- evaluate and choose from a range of vocabulary, structures, and communicative strategies to engage with different audiences, sometimes having to think on their feet to improvise and adapt for different contexts and purposes
- explore and reflect on the many ways language, culture, and thinking influence each other
- compare their own language(s), culture(s), and ways of thinking to Chinese languages and cultures, and critically reflect on their assumptions and identities in a way that fosters intercultural competence and global citizenship.
Using language, symbols, and texts
Students of Chinese (Mandarin) will:
- develop increased proficiency in using language, symbols, and texts effectively to communicate information, opinions, and ideas, not just in the additional language they are learning, but also in their own language(s)
- recognise how choices of language, symbols, or text work together and affect people’s understanding of, and responses to, communications and how they work together in different languages
- think about the type of language which is appropriate to use in a range of contexts and formats and for different purposes and audiences
- expand their ability to express themselves in increasingly independent and imaginative ways and improvise and adapt in a range of communicative situations.
Relating to others
Students of Chinese (Mandarin) will:
- build upon their listening skills, recognise different points of view, negotiate, and share ideas, embracing different cultural practices
- explore how language, culture, and identity are interrelated and thereby develop the ability to relate to people, both from other cultures but also their own, with more empathy and insight
- develop an appreciation of diverse backgrounds, experiences, and perspectives in Aotearoa New Zealand and the wider world
- experience how a curious, open-minded, and respectful engagement with the values and identities of others can lead to valuable insights into their own identity and offer opportunities for self-development.
Managing self
Students of Chinese (Mandarin) will:
- be encouraged to take ownership of their own learning process and find ways of learning and practising that work for them
- use their understanding of how language acquisition works, for example, lots of input, lots of output, making mistakes as part of the process, and so on, to actively engage in the practice necessary to make steady progress
- build on their own strengths and address their own identified learning needs, setting and meeting their own learning goals
- be involved in reporting processes
- participate actively and responsibly in group activities.
Participating and contributing
Students of Chinese (Mandarin) will:
- be encouraged to take risks, learn from mistakes, and take responsibility for initiating and maintaining communication; through this, they will gain confidence to participate and contribute in and outside of the classroom with the skills they have
- mature as local and global citizens by getting to know the worldviews and needs of other people
- recognise the interconnected nature of societies and communities in the world and Aotearoa New Zealand and be encouraged to think of their place in and responsibility to it.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Chinese (Mandarin) sits within, and is connected to all subjects within the Learning Languages Learning Area of The New Zealand Curriculum. Students in Learning Languages are all connected through their exploration of language and culture. Subjects in the Learning Area include:
New Zealand Sign Language (NZSL)
Asian Languages
- Chinese (Mandarin)
- Korean
- Japanese
European Languages
- French
- German
- Spanish
Pacific Languages
- Lea Faka-Tonga
- Te reo Māori Kūki ‘Āirani
- Gagana Sāmoa
- Gagana Tokelau
- Vagahau Niue
Chinese (Mandarin) is also connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:
Social Sciences
Religious Studies — shared topics include exploration of different systems of thought and belief. Both subjects are multi-disciplinary and allow students to explore and understand issues from a range of perspectives, equipping students to operate globally and develop critical thinking skills.
Geography — shared topics include exploration of regions and significant geographical features. Students also explore the relationship between people, culture, and their environments.
Social Studies — shared topics include research and exploration into values, cultures, and social concerns. Students consider the diversity of identities, cultures, and shared experiences in Aotearoa New Zealand and make connections with the world. Additionally, students learn to understand and be responsive to Aotearoa New Zealand’s diverse cultures and identities. Students will learn to understand, respect, and value different bodies of knowledge.
History — shared competencies include developing insight into the forces that have shaped our world and ourselves. Additional shared topics include studying different cultures, regions, indigenous histories, and languages.
Tourism — shared topics include describing and comparing the social and cultural aspects of tourism.
Media Studies — shared topics and skills include exploring different cultural forms and expressions, and developing analytical thinking alongside communicative skills.
English — shared capabilities include developing productive and receptive skills. English, like language learning, provides excellent training in critical thinking, analytical skills, grammar, and organising and expressing ideas.
The Arts
Visual Arts — shared topics include exploring visual expressions of creativity. Stories shape our culture and enrich our society, students can explore their ideas and experiment with a wide range of creative mediums.
Dance — shared exploration and comparison of different genres and styles of dance across cultures and communities, for example, exploring Taichi and Chinese folk dance in Chinese (Mandarin) classes.
Music — shared exploration of different musical genres and styles across cultures and communities. Through music, students can develop a deeper understanding of themselves and explore different contexts, developing confidence in their ability to express themselves creatively and emotionally.
Art History — shared topics include exploring art across cultures and communities during different periods. For example, different forms of calligraphy across different periods of time. Students can also explore how language and culture shapes art, and vice versa. Both subjects encourage different ways of seeing and provide unique entry points into different worldviews and perspectives.
Health and Physical Education
Food and Nutrition — shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures. For example, exploring the values and beliefs underpinning why people eat what they eat, and practise what they practise in relation to food.
Health — shared topics include discussing the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.
Physical Education — shared topics include discussions into popular sports in Chinese culture, key sports personalities, and events.
Chinese (Mandarin) sits within, and is connected to all subjects within the Learning Languages Learning Area of The New Zealand Curriculum. Students in Learning Languages are all connected through their exploration of language and culture. Subjects in the Learning Area include:
New Zealand Sign Language (NZSL)
Asian Languages
- Chinese (Mandarin)
- Korean
- Japanese
European Languages
- French
- German
- Spanish
Pacific Languages
- Lea Faka-Tonga
- Te reo Māori Kūki ‘Āirani
- Gagana Sāmoa
- Gagana Tokelau
- Vagahau Niue
Chinese (Mandarin) is also connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:
Social Sciences
Religious Studies — shared topics include exploration of different systems of thought and belief. Both subjects are multi-disciplinary and allow students to explore and understand issues from a range of perspectives, equipping students to operate globally and develop critical thinking skills.
Geography — shared topics include exploration of regions and significant geographical features. Students also explore the relationship between people, culture, and their environments.
Social Studies — shared topics include research and exploration into values, cultures, and social concerns. Students consider the diversity of identities, cultures, and shared experiences in Aotearoa New Zealand and make connections with the world. Additionally, students learn to understand and be responsive to Aotearoa New Zealand’s diverse cultures and identities. Students will learn to understand, respect, and value different bodies of knowledge.
History — shared competencies include developing insight into the forces that have shaped our world and ourselves. Additional shared topics include studying different cultures, regions, indigenous histories, and languages.
Tourism — shared topics include describing and comparing the social and cultural aspects of tourism.
Media Studies — shared topics and skills include exploring different cultural forms and expressions, and developing analytical thinking alongside communicative skills.
English — shared capabilities include developing productive and receptive skills. English, like language learning, provides excellent training in critical thinking, analytical skills, grammar, and organising and expressing ideas.
The Arts
Visual Arts — shared topics include exploring visual expressions of creativity. Stories shape our culture and enrich our society, students can explore their ideas and experiment with a wide range of creative mediums.
Dance — shared exploration and comparison of different genres and styles of dance across cultures and communities, for example, exploring Taichi and Chinese folk dance in Chinese (Mandarin) classes.
Music — shared exploration of different musical genres and styles across cultures and communities. Through music, students can develop a deeper understanding of themselves and explore different contexts, developing confidence in their ability to express themselves creatively and emotionally.
Art History — shared topics include exploring art across cultures and communities during different periods. For example, different forms of calligraphy across different periods of time. Students can also explore how language and culture shapes art, and vice versa. Both subjects encourage different ways of seeing and provide unique entry points into different worldviews and perspectives.
Health and Physical Education
Food and Nutrition — shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures. For example, exploring the values and beliefs underpinning why people eat what they eat, and practise what they practise in relation to food.
Health — shared topics include discussing the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.
Physical Education — shared topics include discussions into popular sports in Chinese culture, key sports personalities, and events.
Learning Pathway
Students of Chinese (Mandarin) will gain experience and knowledge that enriches every aspect of their pathways. Language learning provides a space for students to explore their interests and aspirations and understand that who they want to be is just as important as what they want to be.
Engaging in Chinese (Mandarin) enhances students’ cultural awareness and understanding, supporting them to navigate culturally diverse societies like Aotearoa New Zealand. The knowledge of an additional language demonstrates resilience, a commitment to learning, and an openness to understanding different cultures and perspectives.
No matter what students choose to do beyond school, the knowledge and skills developed through Chinese (Mandarin) will be carried with them throughout life. By developing the ability to engage with people of different languages and worldviews, students can establish connections, both locally and globally. This allows them to bridge cultural gaps and facilitate effective communication. This is a valuable process not only to understand others but to better understand oneself.
In an increasingly globalised world, knowledge of additional languages and cultures is a considerable career advantage. Learners of Chinese (Mandarin) will gain the skill set to navigate communication barriers and cultural differences to foster mutual understanding, care, and respect in the workplace.
Additionally, Chinese (Mandarin) can support and enrich international career opportunities and life experiences. Learning Chinese (Mandarin) will help students to embark on a gap year and live, work, and study within Chinese-speaking countries and communities. This provides students with the valuable opportunity to broaden their horizons, build self-confidence, and learn more about themselves.
Learners of languages will be able to experience the pleasure of accessing the art and literature of another culture at a deeper level. This includes being able to enjoy Chinese films, television, music, and books in the original language. They will be able to break down language barriers to extend their own social sphere and grow close personal relationships with a wider range of people.
Students of Chinese (Mandarin) will gain experience and knowledge that enriches every aspect of their pathways. Language learning provides a space for students to explore their interests and aspirations and understand that who they want to be is just as important as what they want to be.
Engaging in Chinese (Mandarin) enhances students’ cultural awareness and understanding, supporting them to navigate culturally diverse societies like Aotearoa New Zealand. The knowledge of an additional language demonstrates resilience, a commitment to learning, and an openness to understanding different cultures and perspectives.
No matter what students choose to do beyond school, the knowledge and skills developed through Chinese (Mandarin) will be carried with them throughout life. By developing the ability to engage with people of different languages and worldviews, students can establish connections, both locally and globally. This allows them to bridge cultural gaps and facilitate effective communication. This is a valuable process not only to understand others but to better understand oneself.
In an increasingly globalised world, knowledge of additional languages and cultures is a considerable career advantage. Learners of Chinese (Mandarin) will gain the skill set to navigate communication barriers and cultural differences to foster mutual understanding, care, and respect in the workplace.
Additionally, Chinese (Mandarin) can support and enrich international career opportunities and life experiences. Learning Chinese (Mandarin) will help students to embark on a gap year and live, work, and study within Chinese-speaking countries and communities. This provides students with the valuable opportunity to broaden their horizons, build self-confidence, and learn more about themselves.
Learners of languages will be able to experience the pleasure of accessing the art and literature of another culture at a deeper level. This includes being able to enjoy Chinese films, television, music, and books in the original language. They will be able to break down language barriers to extend their own social sphere and grow close personal relationships with a wider range of people.
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Introduction to Sample Course Outlines
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. An example of how a year-long Chinese (Mandarin) course could be constructed using the new Learning Matrix and Achievement Standards is provided here. This is indicative only and does not mandate any particular context or approach.
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. An example of how a year-long Chinese (Mandarin) course could be constructed using the new Learning Matrix and Achievement Standards is provided here. This is indicative only and does not mandate any particular context or approach.
Vocabulary List
The Vocabulary List supports teachers to understand the language appropriate at Curriculum Level 6 for Chinese (Mandarin).
The language used for internal assessments, and teaching and learning of Chinese (Mandarin), is not restricted to the expressions or vocabulary contained in this Vocabulary List.
Any examples and formulaic expressions provided are suggestions only.
Language specifically related to external assessments is contained in these tabs in the Vocabulary List spreadsheet:
- Chinese to English
- English to Chinese
- Categories such as nouns, verbs, and adjectives
- Grammar and Structures.
Vocabulary List
The Vocabulary List supports teachers to understand the language appropriate at Curriculum Level 6 for Chinese (Mandarin).
The language used for internal assessments, and teaching and learning of Chinese (Mandarin), is not restricted to the expressions or vocabulary contained in this Vocabulary List.
Any examples and formulaic expressions provided are suggestions only.
Language specifically related to external assessments is contained in these tabs in the Vocabulary List spreadsheet:
- Chinese to English
- English to Chinese
- Categories such as nouns, verbs, and adjectives
- Grammar and Structures.
Assessment Matrix
Conditions of Assessment for internally assessed standards
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision.
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision.
Submissions should consist of a minimum of two interactions. The interactions must take place in real time and show that the student can use spoken Chinese (Mandarin) to respond to new information, ideas, and opinions.
Students may work in pairs or a group of more than two people. If students are working in a group, it is essential that each student contributes enough appropriate language to meet this Standard. Assessors may assist students in selecting suitable partner(s).
The overall individual contribution of each student over both interactions should be 2-3 minutes.
The interactions submitted as evidence must:
- be a single video recording without any edits
- be clearly audible and allow for each student to be identified clearly.
Students may not:
- practise the exact task with their partner(s) prior to the assessment. Rote-learned exchanges or scripted role plays will not meet the requirements of this Achievement Standard
- be provided with any scaffolding, instruction, teaching, or other forms of guidance during the assessment
- use notes, language learning resources, or dictionaries during the assessment.
Students may:
- practise the language, including formulaic expressions, on the topic or objective being taught.
Assessors may provide general feedback to students after the first interaction event. Prior to providing feedback, assessors must refer to the feedback guidance provided in the Assessment Activity under ‘Teacher Guidance’. The feedback provided must not interfere with the authenticity requirements for evidence.
Submissions should consist of one project. The submission may be in written Chinese, spoken Chinese (Mandarin), or a combination of both.
If a combination of both is chosen, the spoken and written language content must be complementary to each other. Students should not only be reading out what has been written.
A rote-learned presentation of pre-existing phrases will not be sufficient to meet the requirements of the standard.
The total amount of evidence should be:
- a range of 150-250 Chinese characters, with a minimum of 150 Chinese characters, or
- approximately 1.5 minutes of spoken evidence, or
- an equivalent combination of both.
Assessor involvement during the assessment event is limited to providing students with feedback on the technical aspects of their work only. For example, formatting, design, or audio, visual and image quality. Assessors must not provide feedback on student language be it written or spoken.
Assessors must ensure that students are only assessed based on the quality of language.
Students may not:
- copy whole sentences or passages from any source without significant modification
- use any digital language tools (for example, translators) other than dictionaries
- have anyone else point out errors, edit, or correct their work before handing it in for assessment.
Students may:
- submit evidence which involves one or more other people, but students are assessed individually.
Where a collaborative approach to collecting evidence is used, assessors must ensure that each student has met the requirements of the Standard individually.