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|Wed, Dec 4th, 2013, @8:00amIt's Holiday Time!Have a safe and relaxing break from the school routine. We wish you all a very Merry Christmas and look forward to see you all back in 2014!|
PH: 07 5471 5555
TERM DATES for 2013
Term 1 - Tue 29 Jan - Thu 28 Mar
Term 2 - Mon 15 Apr - Fri 21 June
Term 3 - Mon 15 Jul - Fri 20 Sep
Term 4 - Tue 8 Oct - Wed 4 Dec
TERM DATES for 2014
Term 1 - Wed 29 Jan - Fri 28 Mar
Term 2 - Mon 14 Apr - Fri 20 June
Term 3 - Mon 14 Jul - Fri 19 Sep
Term 4 - Tue 7 Oct - Wed 3 Dec
SIGNUP FOR THE NEWSLETTER
Learning a language at St Andrew’s Anglican College opens up a world of possibilities. We have Spanish club and Mandarin Chinese classes available to all students. In Chinese Prep students start the year learning to communicate to a very special friend who can only speak Mandarin. Year one to five students journey through songs, poems and games with loads of giggles along the way. Year 6 students have the opportunity to travel to our esteemed friends in Beijing Primary School through our very successful sister school program which has seen many a generation building life long relationships. Year 7 and 8 students begin to take their language seriously where we re-establish all language foundations in preparation for their elective years in year 9. Year 9-12 Chinese students learn practical applications of language through cooking and excursions to mingle with native speakers.
Each year is packed with language celebrations, Chinese sister school exchanges, special excursions, language competitions, Confucius incursions, Dragon Boat Festivals and much much more.
We recommend visiting China Town Brisbane early in the year if you are seeking some cultural nourishment! Check out what’s on in Brisbane for event times around China Town for a wonderful family experience.
Tutoring sessions are available to years 5-12 students Wednesdays 3:10-3:50 and Thursdays 3:10-3:50 Please note that tutorials do not run on the first or last week of each term.
Megan Cleyne and Luisa Baird
Why study Chinese at St. Andrew's
For Australia, the countries of the Asian region are of critical importance. They are our closest neighbours and major trading partners. They represent the cultural heritage of a growing number of Australians, and their rich traditional and contemporary cultures provide opportunities for our social, creative and intellectual development.
To enable students to engage with Asia, the ability to communicate in one or more Asian languages is seen as a necessary skill. The national policy statement also identifies the ability to interact effectively and confidently with Asian people within and outside Australia, as a goal for the end of young people's schooling. Chinese is a valuable language for Australians to learn.
The significance of learning Chinese within and beyond Australia requires strategies for building sociocultural, economic and political engagement: learning Chinese in the Australian context will support such engagement.
Perspectives on language teaching and learning
The basic principle underlying the study of Chinese is learning in communicative contexts. Communication encompasses the exchange and negotiation of meaning between individuals through the use of verbal and nonverbal symbols in aural, oral, visual and written modes. It involves both receptive and productive processes through the application of language learning to new situations.
Language competency is acquired at varying rates depending on a variety of factors including: exposure to the language, range and quality of learning experiences and continuity of studies. Language develops progressively as students endeavour to communicate with increasing precision and detail. Their language becomes more complex in form and more varied in vocabulary. For this reason, this course is designed to cater for students' entry into the course at any stage in Year 7 and Year 8. The school is equipped with resources to provide students, such as the Primary Language Learning CD, which students new to the course can use to assist them catch up with the remainder of their cohort.
Principles of Assessment
Assessment tasks are designed to assist students' development in the four macroskills (Listening, Reading, Writing and Speaking). As macroskills can develop interdependently some assessment tasks are designed to incorporate more than one macroskill.
At the conclusion of the semester, students' results throughout their assessment are averaged to receive their final grade. All macroskills are given equal importance. However, if an assessment task involves more than one macroskill it is natural that it will be weighted more heavily than others. If a student has shown great improvement over the course of the semester and their average mark is borderline between two achievement levels, the teacher may choose to award the more generous mark, with a latest and fullest approach.
The assessments are designed to assess students' ability to use Chinese to complete a variety of communicative tasks. Because of the communicative nature of the task, the tasks may often combine two or more macroskills (Listening, Reading, Speaking, Writing).
Assessment Tasks include:
Listening - Responding to a range of spoken material including conversations, interviews, reports and speeches.
Speaking - Role-playing; conversing with the teacher or other students; presenting a talk on a familiar topic.
Reading - Responding to a range of written material such as magazine articles, emails, letters, tourist brochures.
Writing - Writing letters, emails, travel brochures, invitations, advertisements.