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3 Draft Leaving Certificate specifications consultations

3 Draft Leaving Certificate specifications consultations

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Chinese and Statements of Learning

In addition to their specific content and knowledge, the subjects and short courses of junior cycle provide students with opportunities to develop a range of key skills. This course offers opportunities to support all key skills but some are particularly significant. The examples below identify some of the elements that are related to learning activities in Coding. The 8 key skills are set out in detail in Key Skills of Junior Cycle.

The following table shows how Chinese is linked to the central features of the Junior Cycle.

Statements of Learning (SOL)

The statement

Examples of related learning in the course


The student listens, speaks, reads and writes in L2 and one other language at a level of proficiency that is appropriate to her or his ability.

Students communicate with Chinese speakers giving and receiving simple messages. They learn to understand pinyin and some basic characters. They also learn to write simple phrases in pinyin and use characters.


The student appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and cultures in which they live.

Students explore Chinese culture and language through activities, cultural events and tasks, through face-to-face contact and through use of digital media.  They learn about other ways of viewing the world, and of being and doing.  They enrich their emerging sense of cultural and linguistic identity, and enhance their understanding of their own values and belief systems.

SOL 16

The student describes, illustrates, predicts and explains patterns and relationships.

Students investigate how language works by making comparisons between Chinese and other languages in a range of areas including sound, word order and writing systems. They learn about language learning strategies and how to develop those most suited to learning Chinese, how to take risks and become creative in using language, and they discover that ‘making errors’ can be a valuable way of learning Chinese as well as other languages.

SOL 24

The student uses technology and digital media to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner

Students source information and content in different facets of Chinese language and culture using the internet. They use technology to interact with Chinese speakers in a variety of ways. They create a range of texts, images and events using online tools.  They complete their portfolio and store their learning (audio, video and other) materials online.  They also use ICT to plan and engage in private study.
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