Skip to main content Skip to navigation
Filter
Filter
  1. F–10 Sequence
  2. F-2
  3. 3-4
  4. 5-6
  5. 7-8
  6. 9-10
  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students recognise tones as an important element of Chinese speech and learn how the sounds of Chinese can be encoded in Pinyin, using Roman letters that often convey different sounds than those which students are accustomed to in English. They learn to recognise basic character forms that represent familiar objects and ideas and convey significant cultural meanings.

For background language students the focus is on making connections between their oracy and literacy. Students use Chinese for most class activities and will be immersed in the sounds and sights of Chinese.

Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Initiate interactions, make requests and establish relationships with teachers and peers (VCZHC113)
  2. Collaborate with others in group activities and contribute to learning activities (VCZHC114)
Informing
  1. Locate information about people and objects from a range of sources, and sequence events (VCZHC115)
  2. Convey simple information to peers using illustrations and gestures to support meaning, and respond to questions from others (VCZHC116)
Creating
  1. Participate in and respond to performances and shared reading of children’s stories, songs and rhymes with a focus on rhythm, gesture and stress (VCZHC117)
  2. Create own representations of imagined people or events using illustrations and actions (VCZHC118)
Translating
  1. Explain the English meanings of Chinese words and simple phrases heard or seen in everyday social contexts (VCZHC119)
  2. Create simple bilingual vocabulary lists identifying and comparing vowel and consonant sounds in Chinese and English (VCZHC120)
Reflecting
  1. Reflect on aspects of their Chinese identity and personal relationships with others (VCZHC121)

Understanding

Systems of language
  1. Recognise the four tones and their function in Chinese, and compare consonant and vowel sounds in Chinese and English (VCZHU122)
  2. Recognise that characters are the written representation of spoken Chinese and the morphological nature of Chinese words (VCZHU123)
  3. Recognise parts of speech and understand basic rules of word order in simple sentences (VCZHU124)
  4. Recognise features of various familiar text types in Chinese (VCZHU125)
Language variation and change
  1. Recognise diversity in expressions and gestures used in everyday social interaction across cultures (VCZHU126)
  2. Recognise Chinese as a major community language in Australia and around the world, and understand that language use varies according to cultural background (VCZHU127)
Role of language and culture
  1. Recognise differences and similarities in communication across cultures, such as greetings, names and gestures (VCZHU128)

Foundation to Level 2 Achievement Standard

By the end of Level 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They participate in simple exchanges to obtain and convey information and experiences relating to their personal world. They use learnt vocabulary, sounds, characters and culturally specific actions and gestures to convey meaning. They exchange greetings, introduce themselves and each other, and express thanks and apologies, for example, 我的中文名字叫小强, 你叫什么? They interact with and create simple predictable imaginative and informative texts such as 我的狗很大,它的尾巴很长, using familiar characters and sounds. They use images, actions and gesture to show that they understand the meaning of words when speaking, listening, reading, viewing and writing.

Students recognise the four tones and their function in Chinese. They are aware that there is a metalanguage to describe the distinct writing and speech systems in Chinese. They compare English and Chinese consonant and vowel sounds. They copy and trace characters and can identify key components in familiar characters. They recognise how their Chinese identity influences some of their language choices when interacting with familiar adults and peers.

F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students use oral language to build their capacity to describe and explore topics and concepts in Chinese. Students use Chinese to share everyday experiences with each other. They develop literacy skills through a range of reading and writing activities. Pinyin is used as a tool to develop students’ pronunciation and to assist their understanding of the nature of the spoken language. Students...

Show more

Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Interact and socialise with peers and teachers to exchange thoughts and feelings about home routines, leisure activities and community events (VCZHC129)
  2. Collaborate in and make decisions about group activities and learning experiences in familiar contexts (VCZHC130)
Informing
  1. Gather and organise factual information from familiar sources about countries and places (VCZHC131)
  2. Convey key points of information to familiar audiences (VCZHC132)
Creating
  1. Respond to simple fables and legends through discussion of characters and events (VCZHC133)
  2. Create short personal narratives and performances of poetry, song, dance or drama which reflect the culture and traditions of the Chinese community (VCZHC134)
Translating
  1. Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English (VCZHC135)
  2. Translate simple English texts into Chinese and vice versa, using strategies for building vocabulary and interpreting intended meaning of words in English and Chinese (VCZHC136)
Reflecting
  1. Reflect on their reactions and responses to others when participating in learning and cultural experiences in Chinese and Australian contexts (VCZHC137)

Understanding

Systems of language
  1. Recognise the tonal features of Chinese in own speech, and understand when and why some tones are not expressed in some contexts and how syllables are decoded from and encoded into Pinyin (VCZHU138)
  2. Identify the form, composition and spacing within characters, relating components and their positions to their meaning and sound (VCZHU139)
  3. Develop ways to structure sentences in Chinese to elaborate own ideas (VCZHU140)
  4. Recognise similarities and differences in the structure of spoken and written texts that have the same purpose (VCZHU141)
Language variation and change
  1. Recognise how the context of interactions influences language choices (VCZHU142)
  2. Explore diversity in dialects and in contexts in which Chinese is used in Australian communities (VCZHU143)
Role of language and culture
  1. Explore how the Chinese language represents cultural meanings in specific ways (VCZHU144)

Levels 3 and 4 Achievement Standard

By the end of Levels 4, students use spoken and written Chinese to initiate interactions. They participate in short exchanges, for example, 你晚饭吃什么?,我学汉语和英语,站起来, 大家听老师说. They organise and convey factual information and share experiences in formal and informal situations, making appropriate choices of characters, words and pronunciation. They use demonstratives such as 这、那、那些 with measure words and verbs to indicate agreement (对,好的)and preferences (要、想、喜欢). They respond to and create short imaginative, informative and persuasive texts for familiar audiences and identified purposes. Students select from known speech patterns to meet routine, procedural and informal conversational needs.

Students understand that Pinyin represents spoken language, and can map Pinyin against their own speech. They understand the contexts in which tones are expressed and those in which they are not. They recognise features of the Chinese writing system, including the range of strokes and their sequences in character writing; and the relationship between components and sound and meaning. Students develop skills in structuring their ideas in sentences, including correct sequencing of time and place. They describe features of Chinese language and culture, and compare how ideas are conveyed across languages and cultures.

F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students learn to analyse new characters encountered in texts, with a focus on mapping these character forms to their known spoken language. Students make comparisons between societies, social structures and belief systems and explore how these are conveyed through language. They discover and discuss diversity in cultural identity and experience. Students explore the Chinese past. Written language...

Show more

Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Interact and socialise with peers and known adults, exchanging ideas and opinions about personal experiences and social activities (VCZHC145)
  2. Take action, resolve issues, make shared decisions and organise shared experiences (VCZHC146)
Informing
  1. Locate and compare factual information from different sources about different communities and lifestyles (VCZHC147)
  2. Plan and present key points of information to familiar audiences (VCZHC148)
Creating
  1. Respond to popular stories and characters from Chinese folklore, sharing opinions on aspects of the storyline, characters and themes (VCZHC149)
  2. Create short narratives to express the experiences, thoughts and emotions of individuals in imagined contexts (VCZHC150)
Translating
  1. Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English (VCZHC151)
  2. Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context (VCZHC152)
Reflecting
  1. Reflect on the benefits of learning Chinese and English (VCZHC153)

Understanding

Systems of language
  1. Recognise the use of tone, intonation and stress of words to express emotion, opinion and attitude (VCZHU154)
  2. Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, 心,想,情,闷 (VCZHU155)
  3. Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression (VCZHU156)
  4. Recognise and apply conventions of personal texts and compare textual features of different texts (VCZHU157)
Language variation and change
  1. Differentiate key features and apply rules for expressing meanings in spoken and written modes in diverse contexts (VCZHU158)
  2. Explore the impact of English on everyday communication in Chinese and the impact of Chinese on English (VCZHU159)
Role of language and culture
  1. Explore particular cultural meanings conveyed in everyday interactions across languages (VCZHU160)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing range of situations (for example, 你星期几去汉语学校?,你说…对吗?); to convey information, opinions and experiences (for example, 我喜欢踢澳式足球,你呢?); and to access a range of print and digital media resources, such as 童书,报纸,画册,科学书,传单,广告, 教材,地图. They write characters, paying attention to shape, and stroke order and proportion. They transcribe spoken words and sentences in Pinyin and select appropriate simplified characters to match the sounds they hear. They effectively use stress, tone and intonation to express emotion and opinion. They respond to and create a range of short informative, persuasive and imaginative texts for diverse audiences and purposes. They relate their own experiences to those presented in texts, for example, 《如果我是…》. Sentences include the use of prepositions (给 、跟 、对) and possessives and attributive clauses with particle . They use a range of verbs, and use verb complements to describe the direction, result or potential of an action. They use conjunctions (for example, 可是、或者、因为、除了)to connect ideas and elaborate on or clarify opinions and actions. They explain how their developing bilingual ability supports their identities as users of Chinese and English.

Students understand the nature of Pinyin and map it to their own Chinese speech. They categorise characters into groups based on meaning, appearance, pronunciation or function, using this information to understand new characters. They compare the word order of Chinese sentences with that of English, and recognise how their knowledge of English impacts on the way they express ideas in Chinese. They describe how the features of Chinese and English texts are used to convey meaning.

F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students extend their writing skills to include more persuasive language and more formal genres. They participate in presentations on topics studied, and initiate discussion through enquiry. Students begin to compare their own pronunciation to modern standard spoken Chinese. They also explore the influence of English on their own communication in Chinese, in pronunciation and linguistic structures...

Show more

Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact and socialise with familiar groups and individuals, exchanging personal information such as sporting achievements, favourite pastimes, and sharing perspectives on aspects of contemporary life such as popular music (VCZHC161)
  2. Participate in planning joint projects and events that would benefit the local community, justifying choices and making decisions (VCZHC162)
Informing
  1. Collate and analyse information from a range of sources to develop a position on an issue (VCZHC163)
  2. Plan and convey key points of information and opinions based on information drawn from a range of sources (VCZHC164)
Creating
  1. Express opinions about how popular imaginative texts, including poems and 故事, reveal important cultural values (VCZHC165)
  2. Create narratives that express the everyday experiences of young people, experimenting with dialogue (VCZHC166)
Translating
  1. Translate short texts for different audiences, identifying what is lost in translation and considering alternative ways to explain key points (VCZHC167)
  2. Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English (VCZHC168)
Reflecting
  1. Reflect on own intercultural experiences, and contrast ways in which people of different generations, genders and linguistic backgrounds use language and respond to different experiences (VCZHC169)

Understanding

Systems of language
  1. Identify changes in tone that occur when words or tones are combined, recognise atonality in rapid connected speech, and use this knowledge to aid in interpreting meaning (VCZHU170)
  2. Use character and component knowledge to infer sound and meaning of new characters encountered in texts, and examine component form and function to associate the correct sound and meaning with individual characters (VCZHU171)
  3. Recognise ways of organising and expressing ideas in Chinese (VCZHU172)
  4. Identify structure and organisation of different texts, including expositions, procedural texts and recounts, and use these in their own speech and writing (VCZHU173)
Language variation and change
  1. Understand how language is used to reflect different roles, relationships, settings and values and modify language use in diverse contexts (VCZHU174)
  2. Explore the significance of tradition in 名人名言 and 经典, and contemporary influences on language use (VCZHU175)
Role of language and culture
  1. Explain how communicative practices are influenced by engagement with different languages and cultures (VCZHU176)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, 电视节目,纪录片,教育片,微电影, 报纸,杂志, 网站,博客, 少年百科) and experiences, for example, 我们为什么要保护熊猫?,中国和澳大利亚的一些差异, 我最喜欢的假期. They select and discern tone patterns and atonality. Students respond to and create a range of texts (for example, 流行歌曲演唱;电视剧配音), showing an understanding of different audiences and purposes. Sentences generally contain two or more ideas connected by cohesive devices (for example, 不但…而且…) and use a range of time phrases (for example, 先…然后; 以前;吃了饭,就)to sequence events and ideas. Students make comparisons (for example, 比;跟…一样), and elaborate on and explain their opinions or actions using conjunctions, for example, 所以、要不然. They use stylistic devices (including 比喻,排比,反问), and use 成语 to influence and persuade others. They move between English and Chinese to interpret and translate for different audiences.

Students explain how changes in tone and tone combination impact on meaning. They describe culturally specific gestures and actions. They recognise diversity within the Chinese spoken and written language. They explain the differences in writing systems across languages. Students connect the distinctive features of Chinese grammar with the development of complex ideas, and explain how the structure of texts influences audience response. They explain how features of Chinese culture impact on communication practices and influence their own interactions with others across languages.

F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students elaborate messages, nominalise, and add complexity to the expression of their ideas. They apply their understanding of appropriate register in a widening range of interactions, and experiment with increasing sophistication in writing, through the use of idiom and references to classical literature. They learn to appreciate the forms and historical value of classical Chinese literature, and to appreciate how language changes over time.

Students are immersed in Chinese language, exploring and discussing topics related to their identity as Chinese-speaking Australians. They access information, learn to recognise diverse representations and perspectives, and explore context and the values and beliefs of authors.

Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Interact and socialise with a range of participants, recognising alternative positions, ideas and perspectives relating to experience and lifestyle (VCZHC177)
  2. Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing different views (VCZHC178)
Informing
  1. Investigate different interpretations of contemporary and historical events and people (VCZHC179)
  2. Develop and present a position on topical events and people by referring to a range of sources, and connect this position to the perspectives of others (VCZHC180)
Creating
  1. Interpret representations of people and events encountered in contemporary and traditional Chinese performance (VCZHC181)
  2. Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song (VCZHC182)
Translating
  1. Participate in reading Chinese literature in original and in translation, and explain assumptions or implied meanings which inform how ideas have been translated from Chinese into English (VCZHC183)
  2. Create and adapt bilingual texts for different settings and audiences, identifying the contextual and cultural challenges (VCZHC184)
Reflecting
  1. Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English (VCZHC185)

Understanding

Systems of language
  1. Explain the role that features of prosody such as intonation and stress play in interactions in various contexts (VCZHU186)
  2. Infer possible sounds and meanings of unfamiliar characters encountered in a range of contexts by identifying and explaining the role of semantic and phonetic sides (VCZHU187)
  3. Understand and apply complex grammatical structures and features to achieve particular effects, and explore grammatical features of classical Chinese (VCZHU188)
  4. Analyse and compose different types of texts for different purposes, using appropriate linguistic, textual and cultural elements (VCZHU189)
Language variation and change
  1. Explain how gender, social class and age affect language use in formal and informal contexts (VCZHU190)
  2. Explore ways to use traditional characters to enhance their own communication (VCZHU191)
Role of language and culture
  1. Explain how languages shape the communicative practices of individuals and groups, and identify ways to enhance understanding across cultures (VCZHU192)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students sustain extended exchanges with others (for example, 那个,你知道的,就是,还有) and use Chinese to participate in shared activities, for example, 我为什么学汉语,澳大利亚的多元文化,年轻人的兴趣,网络的好与坏, 你难道不觉得…如果…就…吗?你的意思是说…,如果是这样的话… They apply knowledge of rhythm, pitch, intonation, and voice projection, and move between traditional and simplified characters as appropriate to role, audience and purpose.

Students interact with and create imaginative, persuasive and informative texts such as 自发采访,本地电视节目,访谈节目 and 偶像剧,娱乐节目,电影片断,音乐录影, in a range of generic formats, making choices with regard to audience and purpose, for example, 澳大利亚土著人的艺术,我看移民热,现代女性的地位, 报刊杂志,百科全书,百度等搜索引擎. They use Chinese to maintain social relationships with and interact with a diverse range of people across a variety of situations and contexts, using common colloquial expressions. They construct sentences using a range of structures to incorporate information and ideas, including relative and attributive clauses, conditionality and indefinite pronouns. Students compare information and ideas, explain or justify perspectives, and relate events using conjunctions. They apply a range of stylistic devices to engage and influence audiences, for example, 夸张,幽默.

Students explain how the traditional and simplified forms of the Chinese writing system convey meaning, and how ideographic cues can be used to extend meaning. They analyse the key features of Chinese grammar and sentence structure, and compare language use across a range of contexts and modes. They explain how features of culture impact on communication practices across languages, and apply this knowledge to their own interactions with others.

7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students read nonfiction texts that are often glossed in Pinyin or supported with vocabulary lists. Written language use includes learning to read extracts from both Chinese and English literature to compare features of individual works. They learn to analyse new characters encountered in texts with a focus on mapping these character forms to their known spoken language. Oral language use includes...

Show more

Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with peers and familiar adults, exchanging opinions and feelings and establishing friendships (VCZHC193)
  2. Participate in planning individual and group action to contribute to school and local community, making choices from available options (VCZHC194)
Informing
  1. Locate and organise key points of information from a range of familiar sources (VCZHC195)
  2. Represent factual information related to other learning areas and on topics of interest in a range of texts and formats for different audiences (VCZHC196)
Creating
  1. Interact with and express opinions on a range of imaginative texts (VCZHC197)
  2. Adapt events and characters from popular Chinese narratives for particular audiences and to create specific effects (VCZHC198)
Translating
  1. Translate short texts and identify words and phrases in Chinese that do not readily translate into English (VCZHC199)
  2. Create simple bilingual texts for different audiences, considering the influence of different roles, relationships, settings and situations (VCZHC200)
Reflecting
  1. Reflect on personal responses and reactions during interactions in Chinese such as talking with a Chinese adult or interacting online with Chinese peers (VCZHC201)

Understanding

Systems of language
  1. Explain the phonological and tonal features of Chinese, including variations in tone, stress and phrasing in diverse settings (VCZHU202)
  2. Identify features of individual characters and the form and function of components in individual characters and in related characters (for example, 心,想,情,闷), and learn to relate components (部件) and sides (偏旁) to the meaning and sound of characters (VCZHU203)
  3. Explore features of the Chinese grammatical system (VCZHU204)
  4. Identify how information and ideas are organised in a range of genres, and compare the textual features of narratives in Chinese and English to determine features which are distinctive to Chinese (VCZHU205)
Language variation and change
  1. Differentiate features and apply rules for expressing meanings in spoken and written modes in different contexts (VCZHU206)
  2. Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time (VCZHU207)
Role of language and culture
  1. Discuss ways in which language choices indicate aspects of social position (such as class, gender and ethnicity) and inhibit or encourage others’ involvement or sense of belonging (VCZHU208)

Levels 7 and 8 Achievement Standard

By the end of Year 8, students use spoken and written Chinese to sustain interactions in their personal and social worlds (for example, 你叫什么名字?你多大了?你住在哪个城市?,不对,我是说… and 老师,我可以用电脑吗?), making appropriate language choices for different roles, relationships and situations, for example, 你的那个,那个 assignment 做完了吗? They access and analyse information (for example, 排版结构,表格,图标)from a range of sources which include familiar characters and use this information for a range of purposes. Students interpret, translate and create a range of spoken, written and multimodal Chinese texts for imaginative, informative and persuasive purposes and for different audiences. Sentences generally contain two or more ideas connected by cohesive devices (for example, 如果…就…), and use a range of time phrases (for example, 然后;就)to sequence events and ideas. Students make comparisons (比;跟…一), and provide reasons to explain their opinions or actions, using conjunctions (因为、所以、因此).

Students explain the diversity in speaking and writing systems across languages, including regional variations within Chinese, and how these differences impact on their own understanding and communicative practices. They identify familiar characters in their simplified and traditional forms, and explain the differences between standard Chinese and dialects that may be spoken in their family. Their written literacy is still developing and they produce longer and more complex texts through the use of digital resources than in handwriting. They describe how the distinctive features of Chinese grammar and texts can be used to achieve particular effects and purposes. They explain how ideas are mediated across languages and cultures in their local communities. They express their own understandings of the Chinese cultural values that influence their own communicative practices.

7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students participate in discussions, debates and presentations on a range of issues. They extend their writing skills to include more informative and objective language and write in more formal genres. They develop their skills in analysing characters and recognising word and clause boundaries in extended text. Students explore the influence of English on their own communication in Chinese,...

Show more

Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Interact with peers and others in familiar and unfamiliar contexts to exchange alternative ideas and perspectives, and to express preferences and opinions (VCZHC209)
  2. Participate in planning and presenting a social or cultural event, negotiating options and solving problems (VCZHC210)
Informing
  1. Summarise and compare factual information about people, places and lifestyles drawn from a range of sources, including multimodal sources (VCZHC211)
  2. Develop and present a position on an issue based on information drawn from different perspectives and sources and provide advice and guidance (VCZHC212)
Creating
  1. Explore and express opinions on themes and emotions revealed in modified texts from classical and contemporary Chinese literature (VCZHC213)
  2. Create narratives to describe experiences involving imagined people and places (VCZHC214)
Translating
  1. Translate a range of simple Chinese texts and identify how some concepts can be mediated readily between Chinese and English and some cannot (VCZHC215)
  2. Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning (VCZHC216)
Reflecting
  1. Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese (VCZHC217)

Understanding

Systems of language
  1. Compare features of speech of speakers from diverse regions to standard Chinese including pronunciation and prosody (for example, intonation and stress) (VCZHU218)
  2. Explore and apply the principles of character form and function, including knowledge of semantic and phonetic radicals, to predict associate sound and meaning of new characters encountered in texts (VCZHU219)
  3. Organise and express complex ideas in Chinese, for example, analysing and comparing active and passive sentence constructions (VCZHU220)
  4. Analyse textual features of formal genres and apply these in their own speech and writing (VCZHU221)
Language variation and change
  1. Recognise how gender, social class and age impact on language use in formal and informal contexts (VCZHU222)
  2. Explore the significance of tradition in 名人名言 and 经典 and examine contemporary influences on language use (VCZHU223)
Role of language and culture
  1. Explain how languages shape the communicative practices of individuals and groups and identify ways to enhance understanding across cultures (VCZHU224)

Levels 9 and 10 Achievement Standard

By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活,澳大利亚的运动,我最喜欢的春节活动. They ask questions (for example, 你真的认为…吗?请想一想…) and adapt language use for a range of contexts and roles. They identify and evaluate key points of information from different spoken, written and multimodal authentic sources and use this information to develop a position and to inform and convince others. They move between Chinese and English to create simple bilingual texts. Students interpret, interact with and create a range of texts for imaginative, informative and persuasive purposes and for different audiences. Sentences include a range of structures, including formal expressions to connect ideas, for example, 除此之外, 尽管这样, 因此,无论…都… They also use relative and attributive clauses, conditionality and indefinite pronouns. Students compare information and ideas, and explain or justify opinions, for example, 有人说… 还有人认为… 所以…而且… 因此… They apply knowledge of metaphor and 成语 in their own writing.

Students map characters against familiar sounds and apply their knowledge of character form and function to predict the meaning and sound of unfamiliar characters. They independently use digital resources to communicate with others, and utilise online and print dictionaries to assist in reading Chinese texts. They explain how the purpose and use of stylistic devices, textual features and language features change across contexts, genres and traditions. Students explain the cultural assumptions that influence participants’ responses and identify ways in which understanding could be enhanced in communication. They reflect on the roles both Chinese and Australian cultures play in their own communicative practices and use these reflections to improve their Chinese language use.

Scroll to the top of the page