For many international families moving to Shanghai, Chinese learning quickly becomes one of the biggest questions.

• What happens if a child has no Chinese background at all?

• Will they be able to keep up?

• And in an international school environment, what does meaningful Chinese learning actually look like?

From Primary through Secondary, YCIS has developed a structured Chinese learning pathway for non-native speakers — from differentiated entry levels and eight progressive stages, to cultural immersion, project-based learning, and advanced expression in IGCSE and IB courses.

For us, language learning is not simply about acquiring vocabulary. It is about helping students build confidence, communication skills, cultural understanding, and meaningful connections with the world around them.

Rather than simply dividing students by age or year level, the programme is designed around the natural process of language acquisition, helping children develop listening, speaking, reading, and writing skills over time.

Level 1–2: Building Confidence Through Communication

For younger learners with little or no Chinese background, our priority is not how many characters they can memorise, but whether they feel confident enough to communicate.

At this stage, we follow one important principle:

Listening and speaking come first; reading and writing develop gradually afterwards.

In the classroom, students are introduced to Chinese naturally through songs, phonics games, role play, and interactive activities. In a relaxed and engaging environment, children begin building confidence in hearing, understanding, and using the language.

Many students arrive with almost no Chinese at all, but within a few months, they are already able to communicate around familiar topics such as family, colours, dates, and countries.

Level 3–4: Moving from Speaking to Reading and Writing

As students progress, the curriculum gradually transitions from spoken communication to reading and writing.

Students begin learning how to use Chinese dictionaries, read longer texts, and experiment with different forms of writing, including practical and creative tasks.

Lessons also become increasingly connected to real-life situations, such as weather reports, travel planning, and information organisation.

Teachers incorporate AI-supported visual writing activities, multimedia resources, and collaborative group work to help students use Chinese in meaningful contexts, rather than relying on repetitive drills alone.

Level 5–6: Developing Higher-Level Expression and Critical Thinking

At the upper levels, students engage in more project-based learning and cross-cultural discussion.

For example, during a “Travel in China” project, students from different language backgrounds work together to create travel posters, cultural presentations, and group showcases. Some students focus on design, others on research, while others take responsibility for presenting in Chinese.

At this stage, language learning gradually becomes real communication and collaboration.

Students also begin comparing cultural perspectives across different countries, learning how to organise ideas, express opinions, and develop deeper cultural understanding through the language itself.

Teachers guide students step by step through sentence structure analysis, model texts, key vocabulary support, contextual practice, and staged writing activities, helping them gradually build higher-level language skills.

Students move from imitation, to expression, and eventually towards more analytical and reflective thinking. Rather than being pushed suddenly into advanced learning, students build confidence through consistent progress and achievable challenges.

By the IGCSE and IB years, many students are already experimenting with a wide range of Chinese communication formats, including speeches, interviews, blogs, and formal writing tasks, while also discussing social issues, literary texts, and cultural topics in greater depth. 

Alongside students who have progressed through YCIS from Primary School, we also welcome many new students each year — including those who begin learning Chinese for the first time in Secondary School.

For these students, we do not expect them to immediately follow exactly the same learning pace as others.

Instead, teachers provide differentiated instruction, scaffolded support, and personalised learning strategies to help them gradually build their foundation.

This may include:

• recorded micro-lessons and revision resources for beginners

• clear learning goals and staged tasks

• sentence substitution and structure-building exercises

• differentiated classroom activities

• small-group or personalised support when needed

In Secondary School especially, we place strong emphasis on achievable progress. Students are not left behind simply because they started later. 

With the right support structures in place, they gradually build confidence in comprehension, communication, and self-expression.

Many students who arrive at YCIS are able to say only a few simple greetings,  but later become confident enough to communicate naturally with teachers and classmates in Chinese, while also developing the confidence to express their own ideas and perspectives.

For non-native learners, culture is not treated as an "extra" part of the curriculum. It is often what makes the language meaningful.

• Why do families gather to admire the moon during Mid-Autumn Festival?

• Why do classical Chinese poems so often return to images of spring and moonlight?

• What do certain Chinese expressions reveal about relationships and ways of thinking?

These understandings develop naturally through both classroom learning and everyday school experiences.

Alongside regular Chinese lessons, students also participate in weekly Chinese Studies lessons by Chinese teachers, where projects, discussions, and hands-on experiences help students develop a more authentic understanding of Chinese culture.

Traditional festivals such as Chinese New Year and Mid-Autumn Festival also become part of daily campus life.
 

For many students, their first real understanding of Chinese culture comes not from memorisation, but from making dumplings, writing Spring Festival couplets, creating cultural projects, and sharing perspectives with classmates from different backgrounds.