Course description
Children will all be starting at level 1 and will progress to level 6 at different time, according to attendance, commitment and motivation to learn. Passage from level 1 to the following levels (up to level 6) will be allowed according to participation, to formative and summative assessment results. Consequently classes with the time passing by, may not necessary correspond to children’s age.

Pupils will be given weekly homework to be passed back to Chinese teacher every other week. Homework grading will be added to class work results and will determine the end of the year overall grading. The course will follow the school calendar. Here below you will find the Assessment description at level 1-3, that will help you gain an overview of what will be offered at Acorn House:

This section is divided into two parts: Ongoing informal assessments & Formal assessments

1) Ongoing Informal Assessments
Teachers draw on a range of evidence (responses to questions, observation of pair/group activities, marking of work) to make judgements about the degree to which pupils:

  In oracy pupils are able to:

  • Respond to simple requests and instructions;
  • Listen and respond with ease and confidence;
  • Use visual clues;
  • Use appropriate forms of address for teachers and peer;
  • Repeat modelled phrases independently with correct pronunciation;
  • Identify particular sounds;
  • Draw on non-verbal communication to convey meaning (facial expression, gesture, mime);
  • Engage in classroom routines;
  • Participate in role-plays;
  • Memorise new words;
  • Apply what they have learnt to new situations;
  • Correct themselves (e.g. if they mispronounce or forget).
In Intercultural understanding/creativity pupils are able to:

  • Match/sequence pictures to spoken or written texts;
  • Retell and/or act out a story (with support of visual prompts);
  • Make predictions based upon what they know about stories and other genres;
  • Follow the rules of a game;
  • Perform rhymes, songs, short dialogues;
  • Reflect key features of the culture through creating stories, posters, cards, murals;
  • Compare and contrast aspects of different cultures through, e.g. Venn diagrams showing common and unique features, picture charts, comparing different cultures;

It is important to be aware that, at this stage, pupils’ comprehension will be greater than their expressive ability, so opportunities to
demonstrate understanding in various ways should be included.

In literacy pupils are able to:

  • Write characters in correct stroke order;
  • Match the Pinyn and simple words to the written form;
  • Recognise simple words in written form (e.g. their name, words of classroom objects..);
  • Match objects and images to spoken or written words;
  • Form an increasing number of recognizable letters/characters and numbers;
  • Pick out key points from short, simple texts;
  • Make logical predictions based on the context/situation and their prior knowledge;
  • Memorise spellings;
In self-and peer- assessment pupils are able to:

  • Think, pair, share. Pupils think individually about a question or set of questions and record response. They then discuss ideas with a partner and record what they have shared. Finally ideas are shared with whole group or with another pair. This process, which is useful at different levels, encourages pupils to think about their learning abd achieve greater clarity about their own strengths and weaknesses. It also provides valuable information for the teacher about how pupils are progressing.
  • Self-assess by ticking list of things they can do;
  • Identify daily/weekly/monthly goals which are reviewed;
  • Teachers may provide sample goals statements in target language; e.g.:
    • I am going to talk ______about_________;
    • I am going to speak at least ___________times lessons;
    • I am going to use new words today: __________and _________;
    • I am going to write a message about _________to ___________;
  • Assess work created by peers using clear criteria (e.g. quality of content, quality of language, quality of presentation).

2) Formal Assessment
Asset languages (Breakthrough Stage)

LL Can Do statements


These statements are intended to reflect the likely observable outcomes of achievement at each level. They are not definitions of
proficiency in themselves

Examples of teacher assessed tasks

There is some scope for teachers to adapt material to suit their own programme of study

1 L I can understand a familiar spoken words and phrases. The learners hears six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week).
1 S I can say/repeat a few words and short simple phrases. Pupils repeat two lines of text after teacher.
1 R I can recognise and read out a few familiar words and phrases. Matching people/animals/objects/etc. to short texts.
1 W I can write or copy simple words or symbols. Copying list of five words beside a picture.
2 L I can understand a range of familiar spoken phrases. The teacher reads six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week).
2 S I can answer simple questions and give basic information. Pupils answer simple personal questions, e.g. about a friend.
2 R I can understand familiar written phrases. True/False based on statements about pictures.
2 W I can write one or two short sentences to a model and fill in the words on a simple form. Completing form/list with single words, then composing two sentences based on information.
3 L I can understand the main point(s) from a short spoken passage. The learner hears six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week).
3 S I can ask and answer simple questions and talk about my interests. Presentation (four sentences) based on personal item, picture, toy, souvenir, book, ect.
3 R I can understand the main point(s) from a short written passage in clear printed script. Identifying which person the information given in short texts relates to.
3 W I can write a few short sentences with support using expressions which I have already learned. Translating three simple sentences.
2 R I can understand familiar written phrases. True/False based on statements about pictures.
2 W I can write one or two short sentences to a model and fill in the words on a simple form. Completing form/list with single words, then composing two sentences based on information.
3 L I can understand the main point(s) from a short spoken passage. The learner hears six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week).
3 S I can ask and answer simple questions and talk about my interests. Presentation (four sentences) based on personal item, picture, toy, souvenir, book, ect.
3 R I can understand the main point(s) from a short written passage in clear printed script. Identifying which person the information given in short texts relates to.
3 W I can write a few short sentences with support using expressions which I have already learned. Translating three simple sentences.

Formal assessments for breakthrough assesses aspects of grades 1-3 and being moved to level 4-6:

It should be noted that tasks set for Formal Assessment are similar in type to those set for teachers assessment. For teachers assessment and formal
assessment learners will receive a Grade Award

L (language) On completing this stage, pupils should be able to understand a basic range of everyday expressions relating to personal details and needs.
He/she may need to listen several times to get the information you need, depending on how fast and clearly the speaker talks. He/she should have some understanding of a few simple grammatical structures and sentence patterns. He/she should be familiar with the sound system of the language. He/she should be aware of how to address people both formally and informally as appropriate.
S

(speaking)

On completing this stage, pupils should be able to use basic range of everyday expressions relating to personal details and needs. He/she pronunciation will not always be completely accurate but meaning will be clear. He/she should be able to understand and use a few simple grammatical structures and sentence patterns. He/she should be familiar with the sound system of the language. He/she should be aware of how to address people both formally and informally as appropriate.
R

(reading)

On completing this stage, pupils should be able to understand basic range of everyday expressions relating to personal details and needs.
He/she should have some understanding of a few simple grammatical structures and sentence patterns. He/she should be familiar with the writing system of the language. He/she should be aware of how to address people both formally and informally as appropriate.
W

(writing)

On completing this stage, pupils should be able to use basic range of everyday expressions relating to personal details and needs. He/she spelling will not always be completely accurate but your meaning will be clear. He/she should be able to understand and use a few simple grammatical structures and sentence patterns. He/she should be familiar with the writing system of the language. He/she should be aware of how to address people both formally and informally as appropriate.