In Hong Kong primary schools, Chinese Language (中文科) is a core subject aimed at developing students’ abilities in listening, speaking, reading, and writing Chinese. The curriculum blends traditional and modern literacy elements, with an emphasis on cultural understanding, critical thinking, and communication skills. It prepares students for secondary education and long-term proficiency in written and spoken Chinese.

1. Curriculum Objectives

• Language Proficiency: Improve students’ ability to use standard written Chinese and communicate fluently in spoken Cantonese and Putonghua.
• Literacy Development: Encourage reading a wide range of Chinese texts, from classical stories to informational articles.
• Writing Skills: Train students to write various text types, such as narrative, descriptive, and practical writing.
• Cultural Awareness: Foster a strong sense of Chinese heritage, values, and traditions.
• Transition to Secondary School: Lay the foundation for success in the HKDSE Chinese Language exam in secondary school.

2. Curriculum Content

Chinese Language education is structured around the Four Key Skills—Listening, Speaking, Reading, and Writing—integrated with grammar, vocabulary, and comprehension training.

(1) Reading

• Text Types:
  • Stories (fables, folk tales)
  • Poems and rhymes
  • Informational texts (e.g., science, history)
• Reading Strategies:
  • Skimming and scanning
  • Identifying main ideas and supporting details
  • Analyzing author’s purpose and tone

(2) Writing

• Lower Primary:
  • Character writing
  • Sentence construction
  • Short paragraphs
• Upper Primary:
  • Picture-based compositions
  • Diary entries and letters
  • Basic narrative and descriptive essays

(3) Listening

• Audio-based comprehension exercises
• Listening to stories, conversations, and instructions
• Distinguishing tones and word meanings

(4) Speaking

• Oral practice:
  • Role plays and dialogues
  • Group discussions and interviews
• Presentation training:
  • Recitation and storytelling
  • Short speeches on familiar topics

(5) Grammar & Vocabulary

• Common sentence structures
• Use of punctuation and idioms
• Weekly vocabulary lists and usage practice

3. Medium of Instruction

• Most schools teach the Chinese Language subject in spoken Cantonese with written standard Chinese (Modern Standard Written Chinese).
• Some schools adopt Putonghua as the medium of instruction (PMIC) for Chinese lessons, especially in early grades.
• Teaching is conducted using a balanced approach combining explanation, reading aloud, group interaction, and multimedia aids.

4. Assessment Methods

(1) School-Based Assessment

• Regular quizzes, tests, and examinations covering:
  • Reading comprehension
  • Writing tasks (e.g., essays, letters)
  • Dictation and vocabulary
  • Speaking assessments (e.g., oral reading, storytelling)
• Continuous Assessment:
  • Project-based learning
  • Class participation and homework performance

(2) Territory-Wide Assessment

• TSA (Territory-wide System Assessment) in Primary 3 and Primary 6 to evaluate Chinese language proficiency.
• Some schools may offer enrichment programs or additional assessments for advanced learners.

5. Learning Materials & Resources

• Textbooks: Approved by the Education Bureau, including series such as:
  • 《現代中國語文》
  • 《新編啟思中國語文》
  • 《樂思中文》
• Supplementary Resources:
  • Reading booklets (graded readers)
  • Writing exercise books
  • Online tools (e.g., eClass, EVIU)
  • Chinese dictionary apps and writing stroke tools

6. Bridging to Secondary Education

The primary Chinese Language curriculum prepares students for the demands of secondary school, which includes:

• Classical Chinese (文言文) appreciation and analysis
• Argumentative and analytical writing
• Critical reading of essays, prose, and news articles

7. Current Reforms and Challenges

(1) Emphasis on Literacy and Thinking Skills

• Focus on cultivating reading comprehension and reasoning abilities
• Introduction of creative writing workshops in some schools

(2) Language Medium Debate

• Ongoing discussions on the effectiveness of Putonghua vs. Cantonese as the teaching medium
• Parental concerns over children’s fluency and identity

(3) Learning Gaps and Support

• Private Chinese tutoring is common, especially among students from non-Chinese-speaking families or homes with limited language input
• Online learning platforms are increasingly used to support reading and writing practice at home

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📌 Disclaimer: The above information is for general reference. For the latest official curriculum details, please refer to the Education Bureau’s website: www.edb.gov.hk
This article was initially drafted with AI assistance. Edited by Prof. Chan Kwok Wai. Chief Editor: Kong Yik Leung.