Mission, Vision, Competencies, Standards, and Benchmarks

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Comparisons ‣ Locating places on the China map, recognizing the Chinese school system, family system, name places in the family house and learning about the Chinese living style. Communities ‣ Practicing conversations with neighbors, Christian Church celebrations, Chinese New Year. Chinese II By close of Chinese II the student will work to master: Communication ‣ Recognizing and count currency, name clothes, receiving and giving directions, talk about sports seasons, name transportation, name body parts, converse using situations such as borrowing the car, party invitation, not feeling well, rent an apartment. Culture ‣ Demonstrating knowledge and understanding of perspectives, practices, and products of China and Chinese speaking cultures. Connections ‣ Reinforcing and acquiring knowledge of other disciplines through Mandarin Chinese, such as the study of literature, media, advertisements, and others. ‣ Acquiring information and recognizing the distinctive viewpoints available only through Mandarin Chinese and the Chinese culture. Comparisons ‣ Developing insight into the nature of language and culture through comparisons. Communities ‣ Using Mandarin Chinese both within and beyond the school setting. Chinese III By close of Chinese III the student will work to master: Communication: Three Modes of Communication for the intermediate learner [from ACTFL performance standards]: The intermediate learner requires instruction gradually adding more sophisticated vocabulary and grammatical structures, helping learners get ready for advanced Chinese study by introducing formal and written expressions and increasing students’ “media literacy.” Instruction provides exposure to common Chinese idioms and the stories behind them, and includes texts written in the style of newspaper, magazines, and Internet news articles: ‣ Interpersonal ‣ Interpretive ‣ Presentational Six Domains of Performance ‣ Comprehensibility (How well is the student understood?) ‣ Comprehension (How well does the student understand?) ‣ Language Control (How accurate is the student's language?) ‣ Vocabulary Usage (How extensive and applicable is the student's language?) Back to Table of Contents
‣ Communication Strategies (How does the student maintain communication?) ‣ Cultural Awareness (How is the student’s cultural understanding reflected in communication?) Culture, Connections, Comparisons, Communities ‣ Moving to a New Place ‣ Experiencing Culture And the Arts ‣ Asking for Directions ‣ Hospitality ‣ My Trip to China ‣ Opening a Bank Account ‣ Traveling and Visas ‣ Chinese Cinema ‣ Fitness and Health ‣ A Vacation in China Advanced Placement Mandarin Chinese By close of Advanced Placement Mandarin Chinese: ‣ The teacher has read the most recent AP Chinese Language and Culture Course Description. ‣ The course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes: interpretive, interpersonal, and presentational, as articulated in Standards for Foreign Language Learning in the 21st Century (Standards); and at the Intermediate level, as articulated in the ACTFL Performance Guidelines for K-12 Learners. (For Standards descriptions, see the Standards Executive Summary. For Intermediate level performance descriptions, see ACTFL Performance Guidelines for K-12 Learners.) ‣ Standards for Foreign Language Learning in the 21st Century (.pdf/40KB) ACTFL Performance Guidelines for K-12 Learners ‣ In addition to communication, the course also addresses the Standards' other four goals: cultural competence, connections to other school disciplines, comparisons between Chinese language and culture and those of the learners, and the use of the language within the broader communities beyond the traditional school environment. ‣ The teacher uses Chinese almost exclusively in class and encourages students to do likewise. ‣ Language instruction frequently integrates a range of Chinese cultural content that exposes students to perspectives broader than their immediate environment, for example, the fundamental aspects of daily life in China, Chinese family and societal structures, and national and international issues. ‣ Assessments are frequent, varied, and explicitly linked to the Standards' goal areas. Prior to assigning an assessment task, teachers share with their students the criteria against which their performances will be evaluated. ‣ The teacher chooses from among both conventional print and aural materials such as textbooks, audiovisual materials, and Web-based content designed for language learning. They also make use of materials generally used by native Chinese speakers, such as print and Web-based texts; animated computer programs; and video-, CD-, and DVD-based products. Teachers scaffold students' experiences with these texts, particularly those that would normally be considered beyond the grasp of high school Back to Table of Contents
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MISSION, VISION, COMPETENCIES, STAN
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Our Mission Cincinnati Hills Christ
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Our Promise Statement Centered in t
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Together, our Vision Statements, Co
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Core Competencies: Mapping Skills A
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Breakdown of Competencies Competenc
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Competency: Spiritual Formation Des
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Vision English Language Arts 1 Thro
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Competency: Reading—Application o
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Competency: Writing—Information F
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Benchmarks By close of grade 6, Low
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‣ Apply reading comprehension str
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‣ Organize writing using a draft
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Speaking/Listening/Discussion ‣ E
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Vision Mathematics 2 Mathematics is
Page 31 and 32: Competency: Attend to precision. Es
Page 33 and 34: By close of grade 12, Upper School
Page 35 and 36: Geometry and Geometry VT Within the
Page 37 and 38: Advanced Placement Calculus AB By c
Page 39 and 40: Vision Science 3 Science is a metho
Page 41 and 42: E Essential Questions: ‣ How do w
Page 43 and 44: ‣ Apply scientific ideas, princip
Page 45 and 46: Benchmarks By close of grade 6, Low
Page 47 and 48: ‣ The amount (weight) of matter i
Page 49 and 50: ‣ Support an argument that the gr
Page 51 and 52: ‣ Investigate fossil records whic
Page 53 and 54: ‣ Describe collisions of objects
Page 55 and 56: Advanced Placement Science Courses
Page 57 and 58: Vision Social Studies 4 Students ac
Page 59 and 60: ‣ What pieces of history show us
Page 61 and 62: Core Understandings: Students will
Page 63 and 64: Competency: Communication and Colla
Page 65 and 66: Core Competencies ‣ Use diagrams,
Page 67 and 68: Advanced Placement Social Studies B
Page 69 and 70: Modern World Languages: Spanish 5 V
Page 71 and 72: Competency: Making Connections, Com
Page 73 and 74: ‣ Listing and identifying practic
Page 75 and 76: ‣ Plan real or imaginary travel t
Page 77 and 78: ‣ Listen to music, sing songs, or
Page 79 and 80: Modern World Languages: Mandarin Ch
Page 81: Benchmarks: Mandarin Chinese Lower
Page 85 and 86: Classical World Languages 7 Vision
Page 89 and 90: Comparisons ‣ Demonstrating the r
Page 91 and 92: for coping with high levels of stre
Page 93 and 94: ‣ Identify the five sense organs
Page 97 and 98: Competency: Building Manipulative S
Page 99 and 100: Vision Fine Arts, Music As a result
Page 101 and 102: Competency: Creativity and Musical
Page 103 and 104: ‣ Perform with expression and tec
Page 105 and 106: Vision Fine Arts, Visual 9 CHCA Vis
Page 107 and 108: Competency: Creativity and Artistic
Page 109 and 110: Advanced Placement Art By close of
Page 111 and 112: Breakdown of Competencies Competenc
Page 113 and 114: ‣ How do I know which ideas are
Page 115 and 116: ‣ Developing habits of navigating
Page 117 and 118: Vision Information Literacy 11 As a
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