NZC – Chinese (Mandarin) – Overview

Ko tōu reo, ko tōku reo, te tuakiri tangata. Tihei uriuri, tihei nakonako. Your voice and my voice are expressions of identity. May our descendants live on, and our hopes be fulfilled.

Purpose Statement

The Learning Languages learning area equips students with the linguistic, cultural, and sociolinguistic knowledge that enables them to communicate within their own cultural communities (heritage language learners) and across different cultures (additional language learners). It fosters intercultural understanding and appreciation for diverse worldviews. 

Through the study of an additional language, students are taught how to interpret meaning and adapt their communication to suit different audiences and situations. As students learn how to speak, write, read, listen, sign, and interact in their target language, they start to communicate more authentically and purposefully in increasingly complex contexts.  

The Learning Languages learning area exposes students to new ways of thinking about themselves and their world and can increase their understanding of their first languages. It can also contribute to the vitality of a language and strengthen cultural connections. 

As students progress through the Learning Languages curriculum, they deepen their understanding of the cultural and social contexts in which languages are used and begin to recognise that language reflects and upholds the values, stories, and practices of different communities and cultures. By learning how to communicate in an additional language, students are empowered to engage confidently with others and contribute meaningfully to our diverse society and increasingly interconnected world. 

Learning Area structure

The Learning Languages teaching sequence lays out the knowledge and practices to be taught during Novice and Emergent. In Learning Languages teaching is structured around two strands: 

• Linguistic knowledge focuses on how language works. It develops student understanding of pronunciation, vocabulary, grammar, and spelling. 
• Cultural and sociolinguistic knowledge focuses on how language is shaped by culture and context. It develops student understanding of cultural practices, values, beliefs, and social norms, and supports the development of intercultural communicative competence. 

Students learn through five modes of communication:  

• signing, watching, and interacting in New Zealand Sign Language (NZSL)  
• listening, speaking, reading, writing, and interacting in all other languages. 

The curriculum supports 13 languages: Te Reo Māori, New Zealand Sign Language (NZSL), Gagana Sāmoa, Gagana Tokelau, Lea Faka-Tonga, Te Reo Māori Kūki ‘Āirani, Vagahau Niue, French, German, Spanish, Chinese (Mandarin), Japanese, and Korean. These are grouped into five categories: Te Reo Māori, NZSL, Pacific Languages, Asian Languages, and European Languages. 

Students may begin learning a language at different year levels and with varied prior knowledge. The curriculum supports flexible entry points through the following sequences: Novice 1, Novice 2, Emergent 1, and Emergent 2. 

These sequences, organised through strands and elements, set out what is to be taught. Their enactment is shaped by teachers, who design learning in response to their learners, adjusting the order and emphasis, and adding contexts as appropriate. 

Asian Languages introduction

Learning Chinese (Mandarin), Japanese, and Korean during the Novice and Emergent sequences immerses students in rich linguistic and cultural exploration. Students build cognitive flexibility and visual literacy as they engage with languages that use character-based or syllabic writing systems and develop intercultural understanding through respectful communication and cultural practices. 

In Novice 1 and 2, teachers support students to build foundational skills through everyday communication and classroom routines. Students learn to listen for familiar expressions, respond with short formulaic phrases, and participate in simple interactions. Teachers introduce the writing system of the target language and guide students to recognise visual patterns, stroke order, and syllable blocks. Cultural knowledge is embedded throughout, with students learning how language reflects social relationships, respect, and identity — for example, through honorifics, bowing, or respectful forms. As students progress, they begin to connect spoken and written language with cultural context and notice how greetings, family terms, and routines vary across languages. 

In Emergent 1 and 2, teachers guide students to engage in short conversations and write simple texts using the writing system of the language studied. Students begin to infer meaning from features such as radicals in Chinese, particles in Japanese, or syllable blocks in Korean. Teachers support students to deepen their understanding of how politeness and respect are expressed through honorifics, speech levels, and forms of address. Students build confidence using the language in authentic contexts and prepare to engage with more complex texts, conversations, and cultural perspectives in the next stage of learning. 

The Learning Languages area prepares students with the knowledge and practices to access related curriculum subjects for Years 11–13, such as Chinese (Mandarin), Japanese, and Korean.