Chinese New Lower Secondary Curriculum Syllabus
Learning Chinese enables learners to communicate with those in neighbouring countries and around the world. Proficiency in other languages is important to help the nation extend its participation in the global economy. It helps the learner to understand the culture and traditions of other countries and to appreciate the richness of diversity in the world. It widens horizons, raises aspirations and enables young people to become global citizens. Language learning provides a wider communication base for the learners and increases their job opportunities beyond the borders. Language makes an important contribution to the development of all five of the generic skills.
Language learning involves a high degree of critical thinking as the learner build his/her understanding
and establishes cross-links between the languages he/she is learning and those with which they are
familiar. Communication is intrinsic to language learning with frequent speaking and listening
activities involving paired work and groups of different sizes. Hence co-operation is developed
along with communication. Language reflect the culture of the communities in which they are spoken. Language learning invariably leads to consideration of culture and heritage associated with both the target language and the home nation.
Teaching and Learning : Chinese
The thrust of the new syllabuses is experiential and towards deeper understanding. The focus in Chinese is on the development of the four communication skills and understanding of the cultural differences
between Chinese and Ugandan culture so as to remove stereo-typed knowledge about others and
promote harmony and cooperation for mutual development.
In common with established best practice around the world, language learning takes place principally
in the target language and the principal focus is on communication. Use of new technologies should be
made as frequently as possible. The new syllabus provides the learner with a wide range of contexts in which to develop this understanding, and these contexts are designed to engage the interest of the learner and to provide opportunities to build life- related knowledge, experience and skills. The Teacher is encouraged to go beyond the textbooks and provide as many meaningful contexts as possible. The generic skills have been integrated throughout the curriculum and can only be acquired through active approaches
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