Students read at an age appropriate level and show understanding as they can:

• Distinguish between pictures and Chinese characters.
• Recognise a character as a unit of print.
• Distinguish between English words and Chinese characters.
• Show interest in reading material. 
• Participate in shared reading. 
• Look at books independently and display reading-like behaviour.
• With assistance, locate and select reading materials that they are interested in.
• Attempt to read and understand familiar texts from the immediate environment.
• Become interested in reading resources with rhymes, refrains, and repeated texts.
• With assistance, use some strategies to comprehend, e.g. predicting and connecting.
• With assistance, demonstrate an understanding of the conventions of print, e.g. left to right, and top to bottom.
• With assistance, identify relevant information in a story, such as people, time, place.
• With assistance, make connections between personal experience and storybook characters.

Students read at an age appropriate level and show understanding as they can:

• Recognise some common pictographic Chinese characters.
• Recognise a small bank of high frequency characters.
• Recognise the meaning of some basic radicals of Chinese characters.
• Recognise Pinyin as the phonetic aids for Chinese characters.
• Be aware of the conventions of print, e.g. title and punctuation.
• Participate in shared reading, posing and responding to questions.
• Begin to comprehend reading resources that use high-frequency characters and words.
• Begin to comprehend reading resources in familiar topics about daily life.
• Begin to independently locate and select texts appropriate to their purpose, interest, and readability, e.g. skim the contents page.
• Identify main story settings, events and principal characters in a story.
• Make predictions and revise or confirm predictions as the story progresses.
• Make simple comments about the people, ideas and feelings in the story. 
• Use some strategies to comprehend, e.g. comparing, predicting, connecting.

Students read at an age appropriate level and show understanding as they can:

• Identify common radicals of Chinese characters.
• Understand that radicals are related to the meanings of characters.
• Understand that phonetic components of Chinese characters are related to the pronunciation.
• Attempt to understand and read out characters using their knowledge of radicals and phonetic components. 
• Predict the meaning of new characters from their different components.
• Identify information and main ideas explicit in simple texts.
• Participate in shared reading, using a comfortable language to recall key information explicitly in a text.
• Make connections between personal experience with reading text.
• Comprehend reading texts that use high frequency characters and words and simple sentence structures.
• Comprehend reading texts in a wider range of familiar topics.
• Understand that images can be used as illustrations of written texts.
• Become aware of the writer's purpose, e.g. to entertain, to instruct.
• Recognise some text types, e.g. poetry, plays, stories, articles.
• Use different strategies to comprehend, e.g. self-questioning, adjusting reading rate.

Students read at an age appropriate level and show understanding as they can:

• Identify characters they know in a sentence. 
• Attempt to predict the meaning of unknown characters.
• Apply the knowledge of characters in learning new characters. 
• Begin to build a vocabulary of characters and words.  
• Identify information and explicit and some implicit ideas in extended texts.
• Comprehend reading texts that have less frequently-used characters and words and some complex sentence structures.
• Understand and attempt to interpret reading texts in some unfamiliar topics. 
• Appreciate authors' use of language in word choices and rhetorical devices.
• Recognise and understand figurative language, such as similes, metaphors, and idioms.
• Become aware that purpose, structure, and language style may vary while using different text types and writing forms.
• Become familiar with some common text types, e.g. poetry, story.
• Recognise the different parts of a book, such as the content, index, and glossary. 
• Make connections between multimodal and verbal texts to enrich the reading experience.
• Recognise that their own interpretation may differ from that of other readers or the author. 
• Improve their reading skills using a variety of comprehension strategies, e.g. inferring, envisioning.
• Ask questions to enhance the comprehension.

Students read at an age appropriate level and show understanding as they can:

• Build a vocabulary of characters and words.
• Use vocabulary confidently in comprehending reading texts. 
• Become familiar with some proverbs and idioms and their link to folktales.
• Understand the cultural background of the proverbs and idioms.
• Identify information and ideas in reading texts and attempt to make interpretations.
• Comprehend reading texts that have less frequently-used characters and words and some complex sentence structures.
• Understand and attempt to interpret reading texts in topics related to broader personal and social life. 
• Understand that authors and illustrators select information to suit a purpose and audience.
• Appreciate authors' use of language in making choice of words and employing rhetorical devices.
• Become familiar with an increased range of text types, such as letters, novels, and reports. 
• Use a range of strategies to comprehend, such as locating the relevant information, summarising the main ideas.
• Use dictionaries to find out meanings of new characters and words. 
• Become familiar with internet browsers and web-based applications in search of information. 
• Reflect regularly on reading and set future goals.

Students read at an age appropriate level and show understanding as they can:

• Appreciate the role of proverbs and idioms as a rhetorical device that enriches reading experience. 
• Understand and interpret the ideas, feelings, and attitudes expressed in reading texts.
• Comprehend reading texts that use some low-frequency characters and words and more complex sentence structures.
• Understand and interpret reading texts in topics related to some significant cultural and social issues.
• Appreciate authors' use of language and interpret meaning beyond the literal.
• Begin to develop the ability to distinguish between facts and opinions.
• Understand that authors and illustrators attempt to influence readers.
• Make inferences and be able to justify them.
• Become familiar with major literary genres and some sub-genres such as mystery and historical story.
• Understand the interplay of visual and verbal texts and apply the knowledge in comprehension and enjoyment of reading. 
• Select information from a text to suit a specific purpose, e.g. for Exhibition. 
• Use dictionaries to understand new characters and words in a context.
• Attempt to use internet browsers and web-based applications in search for information and opinions presented in different forms. 
• Reflect regularly on reading and set future goals.

Students read at an age appropriate level and show understanding as they can:

• Understand that the meaning of a character or word may vary in different contexts.
• Understand and interpret literary and non-literary texts with a focus on content, theme, authorial intention and purpose. 
• Analyse and evaluate literary and non-literary texts with a focus on language devices, authorial choices and the impact to readers.
• Understand reading texts that use some low-frequency characters and words and more complex sentence structures.
• Understand, interpret and evaluate reading texts in topics related to a range of personal, cultural and social issues.
• Recognise how one’s values, attitudes, and beliefs impact the interpretation of multimodal texts.
• Compare and contrast reading texts to find similarities and differences.
• Develop critical thinking skills in their response to reading materials. 
• Develop communication skills in presenting their findings and opinions about reading materials. 
• Use dictionaries to understand new characters and words in a context. 
• Use internet browsers and web-based applications with increasing independence and responsibility. 
• Reflect regularly on reading and set future goals.

Students write at an age appropriate level and show understanding as they can:

• Show awareness that writings record what people say.
• Show awareness that symbols are used to record things that happened, convey meaning and express feelings.
• Assign meaning to the writing to express thoughts and feelings using symbols.
• Use personal experience as a stimulus when drawing and writing.
• Follow demonstrations in tracing strokes and whole characters.
• Copy a small range of characters, either teacher-directed or self-selected.
• Copy characters following the correct stroke order and the left-to-right and top-to-bottom rules.
• Show awareness that some Chinese characters are from pictures and incorporate writing when drawing. 

Students write at an age appropriate level and show understanding as they can:

• Communicate messages using simple and familiar characters that are often seen in daily life.
• Begin to record personal experiences and express feelings using simple vocabulary learned.
• Use characters and words from the environment, such as a word wall, in their writing.
• Begin to apply the stroke order rules in writing new characters. 
• Show awareness of the role of radicals in Chinese characters and begin to apply the knowledge in learning and writing new characters. 
• Form simple sentences using some familiar characters given by teachers or of their choice.
• Draw pictures that match characters showing connection between them. 
• Show awareness that Pinyin can be used to replace characters in writing and apply the knowledge in writing using simple Pinyin learned.
• Begin to develop a habit to plan before writing through talking, drawing, etc.
• Become familiar with some punctuations, such as full stop.

Students write at an age appropriate level and show understanding as they can:

• Record personal experience and express feelings and opinions using simple vocabulary learned.
• Use a bank of learned characters to form simple and compound sentences independently.
• Begin to write characters using their knowledge of character structure and radicals.
• Begin to create sentences based on sentence structure models that include subject, predicate, object, attributive, adverbial, and complement.
• Take notes from a reading next and write down the key characters/words.
• Attempt to organise ideas logically when writing.
• Plan before writing using talking, drawing and jotting strategies.
• Self-correct errors using dictionary and word banks.
• Proofread and edit own writing when directed, such as deleting characters or adding punctuation.
• Write with mixed Pinyin and characters.
• Begin to use basic punctuations correctly, such as full stop, question mark, and comma.
• Experiment with various ways to publish texts.
• Transfer writing skills between English and Chinese.

Students write at an age appropriate level and show understanding as they can:

• Begin to combine short sentences into a paragraph.
• Follow samples provided by the teacher in writing using specific text forms and structures.
• Begin to apply the knowledge of text form and writing conventions in writing. 
• Show an understanding that forms are associated with the purpose in their writing.
• Experiment with familiar rhetorical devices, such as repeating.
• Use high frequency characters and words confidently and accurately.
• Become familiar with some common strategies of narrative writing, such as character portrayal, etc. 
• Learn to organise content using paragraphing conventions.
• Begin to show clarity, logic and coherence in writing.
• Use varied strategies to plan their writing, such as brainstorming or using graphic organisers.
• Be able to use common punctuations correctly, which include exclamation mark, full stop, question mark, comma, and pause mark.
• Use tools such as dictionary, thesaurus and word bank in writing.
• Proofread writing works and make necessary corrections.
• Take feedback from teachers and peers to improve writing.
• Publish writing work in handwritten or digital form.

Students write at an age appropriate level and show understanding as they can:

• Include essential information and provide brief elaboration or description in writing.
• Begin to write for different purposes using appropriate structures and styles for the purpose.
• Express personal opinions in writing.
• Use rhetorical devices to influence the audience, such as repeating. 
• Organise the writing in a logical sequence using paragraphing devices.
• Use punctuation marks correctly, such as colon.
• Use planning aids such as flowcharts and storyboards to plan and organise writing.
• Use a dictionary or thesaurus to check accuracy and expand vocabulary.
• Proofread writing works and make changes to punctuation, choice of words and characters.
• Collaborate with a partner to discuss and edit each other’s work, taking the roles of writers and editors.
• Create and publish a text that reflects the intended purpose and audience needs using specific text forms. 

Students write at an age appropriate level and show understanding as they can:

• Record personal experience, express feeling and imagination through writing.
• Include the information in writing that is relevant to its purpose.
• Write in a variety of text types to effectively communicate messages.
• Learn to use literary devices such as figurative language and rhyming to enhance expression. 
• Construct well-developed paragraphs with topic sentences and supporting details. 
• Use punctuation marks correctly, such as hyphen and quotation mark. 
• Plan and organise writing using appropriate aids, such as graphic organisers.
• Use a dictionary and thesaurus to achieve accuracy and enrich writing. 
• Locate, organise and present information from various sources, including citation of sources.
• Engage independently in planning, drafting, editing and reviewing processes to improve writing. 
• Provide constructive feedback and critique peer writing.
• Use different tools and techniques to effectively publish and present written work.

Students write at an age appropriate level and show understanding as they can:

• Retrieve, record and organise information suitable for intended purpose and audience. 
• Show confidence in using skills and strategies in writing in different forms. 
• Justify the suitability of a particular text form for a given purpose and audience. 
• Use persuasive language to influence readers, such as flattery and humour.
• Use language styles suitable for specific purposes and audiences. 
• Write complex sentences confidently using correct grammar.  
• Use correct punctuation marks, such as ellipsis.
• To complete well-structured writing using organisational strategies.
• Engage in planning, drafting, editing and reviewing processes independently. 
• Draw upon cultural knowledge and linguistic features when writing. 
• Use different strategies to look up characters in the dictionary, such as using radicals, strokes and Pinyin. 
• Locate, organise, synthesise and cite information from various sources.
• Independently proofread, edit and revise their own writing. 
• Select appropriate publication formats to increase audience understanding and impact.

Students speak at an age appropriate level and show understanding as they can:

• Follow classroom instructions, showing understanding.
• Listen and respond to the reading of picture books, demonstrating understanding through gestures, expression, and/or words, e.g., "What’s that?" "Where is...?"
• Understand simple questions and sentences and respond with actions or verbally.
• Obtain simple information from accessible spoken texts in Chinese or a mix of languages and predict likely outcomes when listening to texts read aloud.
• Express simple thoughts and ideas, such as "I like..." or "I am..."
• Memorise and join in with poems, rhymes, and songs.
• Respond to prompts given using learned vocabulary.
• Talk about the words, pictures, and models they have created.
• Use simple sentences and a range of high-frequency words to create meaning.
• Use gestures, actions, body language, and/or words to communicate needs and express ideas.
• Use a small range of processes and strategies when speaking, such as repetition.
• Show awareness of the four tones and mimic Chinese sounds with reasonable accuracy.
• Participate in a variety of dramatic activities. 
• Express thoughts and ideas using vocabulary in real life or imaginative play. 
• Ask questions to gain information using simple and full sentences. 
• Use short phrases to express feelings, wants and needs.

Students speak at an age appropriate level and show understanding as they can:

• Demonstrate understanding of texts read aloud by responding in oral, written, or visual form. 
• Anticipate and predict when listening to texts read aloud.
• Use, understand and respond to simple statements, greetings, and questions.
• Ask questions to gain information, such as "What is...," "Who is...," "Where is...," etc.
• Share personal experiences in Chinese or a mix of languages. 
• Introduce themselves by sharing information about their family and favourite things.
• Use simple connectives such as "and" to link ideas.
• Use grammatical rules to structure simple spoken texts appropriately. 
• Use a small range of high-frequency words about familiar topics to create meaning. 
• Use a small range of processes and strategies when speaking, such as using props.
• Describe objects and people, e.g., "This is my…," "I like…," "I have…," etc.
• Distinguish correct tones in spoken Chinese.
• Recite a rhyme or a short text.
• Use basic sentence structures in speaking and try the variations.

Students speak at an age appropriate level and show understanding as they can:

• Respond to a variety of oral presentations including stories, poems, rhymes and reports with increasing details.
• Select important information or description from oral texts for specific purposes e.g. who, where, how, etc.
• Experiment with a small range of processes and strategies when listening, e.g. drawing pictures, to enhance comprehension and understanding of spoken language.
• Express thoughts, ideas and opinions and discuss them, respecting contributions from others.
• Ask questions to gain information and respond to inquiries directed to the class or themselves.
• Describe personal experiences in Chinese.
• Use basic sentence structures to communicate and connect ideas.
• Participate in a variety of dramatic activities, e.g. role play, puppet theatre, dramatisation of familiar stories and poems, and use an increasing bank of high frequency words about familiar topics to create meaning.
• Understand and use specific vocabulary to suit different purposes.
• Experiment with different speaking and listening behaviours, e.g. proximity, eye contact, volume.
• Understand basic Pinyin system- initial and ending sounds and pronounce most Pinyin combinations correctly.

Students speak at an age appropriate level and show understanding as they can:

• Listen reflectively to stories read aloud to identify the content, message, and structure.
• Gather precise details from brief spoken texts that convey information or express emotions, and listen discriminately by recognising key ideas. 
• Provide some background information and supporting ideas for the listener, such as facts, personal reasons, and experiences.
• Retell stories and recounts in sequence.
• Listen for a specific purpose in a variety of situations.
• Adjust tone and pace while speaking to influence the audience. 
• Explain, inquire, and compare with confidence. 
• Experiment with more complex structures and features to express ideas and provide supporting information, e.g. compound sentences using “因为……所以……/也……”.
• Use a diverse range of vocabulary when speaking.
• Pay attention to ideas and feelings in an oral presentation and make preparations beforehand.
• Use Pinyin confidently to guide pronunciation and tones.

Students speak at an age appropriate level and show understanding as they can:

• Listen and respond appropriately to instructions, questions, and explanations.
• Listen critically and creatively by asking questions, offering ideas and opinions, alternative endings to stories, etc.
• Engage in discussion while exchanging information and ideas in oral communication. 
• Identify and understand main ideas in familiar oral texts.
• Present their own point of view and respect the views of others.
• Use compound sentence structure effectively that express preference, choice, etc. e.g. “如果……就…… , 虽然……但是……”.
• Experiment with some strategies and rhetorical devices to enhance the effects of oral expression, such as changing volume, using simile, rhyme, idiom, etc. 
• Prepare and deliver oral presentations on learned topics independently or collaboratively.
• Use a variety of processes and strategies when listening, such as asking questions to seek clarification or confirmation.
• Verbalise their thinking and explain their reasoning orally.
• Exchange simple ideas, opinions and views with teachers and peers.
• Explain and discuss their own writing with peers and adults, and begin to paraphrase and summarise.
• Make a speech that starts to show logic, sequence, and coherence.

Students speak at an age appropriate level and show understanding as they can:

• Infer meanings, draw conclusions, and make judgments about oral presentations.
• Understand that people's points of view and beliefs influence the construction of spoken texts. 
• Use speech to inform, entertain, and influence others.
• Reflect on speaking and listening activities and use this knowledge to enhance communication.
• Paraphrase and summarise when communicating orally.
• Understand oral communication conventions and use appropriate structures while planning a presentation.
• Use a range of strategies to enhance meaning, such as rephrasing, adjusting volume, speed of speech, and negotiating meaning.
• Use standard grammatical structures competently.
• Adjust the use of vocabulary and grammatical structures in varying situations. 
• Participate in group activities in a formal manner, such as by engaging in discussions with peers.
• Use a variety of processes and strategies when speaking, such as explaining and justifying opinions.

Students speak at an age appropriate level and show understanding as they can:

• Listen to sustained spoken texts and note key information and ideas in an organised way.
• Appreciate that people speak and respond from their personal and cultural perspectives.
• Consider the appropriateness of text form and register in relation to the audience when speaking and listening in familiar situations.
• Effectively incorporate a range of spontaneous spoken language when developing ideas.
• Use strategies to influence a listener, such as tone change, expression and gesture, and choice of language style.
• Involve information and text features to maintain audience interest, such as choice of vocabulary and appropriate level of detail.
• Contribute to discussion by advancing an argument, defending or negotiating opinions, etc 
• Respond to the audience's needs and reactions by adjusting the information provided, tone or voice level and offering alternate viewpoints sensitively.
• Select appropriate strategies when listening, such as asking questions to draw out additional information.