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  1. F–10 Sequence
  2. F-2
  3. 3-4
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  5. 7-8
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  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students are immersed in listening to, viewing and reading Chinese. They become aware of Chinese as a separate language to English and that other languages exist within their own classroom, their...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Participate in class routines, structured conversations and activities using teacher-modelled tones and rhythms (VCZHC001)
  2. Interact with simple written texts in familiar contexts to contribute to class discussions (VCZHC002)
Informing
  1. Locate information about family and familiar events from spoken and visual sources and convey this information in simple visual and oral texts (VCZHC003)
  2. Locate and present information about familiar objects, people and personal interests using visual and contextual cues (VCZHC004)
Creating
  1. Respond to and create simple Chinese stories, songs and rhymes, reproducing rhythm and sound patterns to express feelings (VCZHC005)
  2. Create short imaginative written texts using images and copied characters (VCZHC006)
Translating
  1. Identify equivalent or similar Chinese words or phrases for familiar objects or terms in English (VCZHC007)
  2. Identify common Chinese characters and words in Pinyin using contextual cues (VCZHC008)
Reflecting
  1. Notice aspects of Chinese language and culture that are ‘new’ or ‘interesting’, and observe how relationships influence language use and own identity (VCZHC009)

Understanding

Systems of language
  1. Reproduce the four tones and recognise how they can change the meaning of words (VCZHU010)
  2. Recognise Chinese characters as a form of writing and Pinyin as the spelled-out sounds of spoken Chinese (VCZHU011)
  3. Understand that Chinese sentences have a particular word order (VCZHU012)
  4. Engage with familiar text types to predict meaning (VCZHU013)
Language variation and change
  1. Recognise that Chinese is a major community language in Australia (VCZHU014)
  2. Identify the features of formal language used in familiar contexts, such as at school (VCZHU015)
The role of language and culture
  1. Describe how people use different languages to communicate and participate in cultural experiences (VCZHU016)

Foundation to Level 2 Achievement Standard

By the end of Level 2, students use spoken and written Chinese to communicate with teachers and peers. They participate in structured and routine interactions, such as using 谢谢, 再见, 请, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. They respond to and receive information, for example, 你好, 你好吗? They follow simple instructions, including 排队, 请坐, 不要说话.. They use the four tones of Chinese but not always with accuracy. Students respond to short predictable imaginative and informative texts, expressing simple likes and dislikes (喜欢, 不喜欢). They can match characters to the meanings and sounds of familiar words, including numbers (八…), colours (红…) and family members (爸爸, 妈妈). Students use strategies such as imitation and basic contextual cues for comprehension....

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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students discover the distinctive features of the spoken language and begin to use Pinyin and tone marks to practise syllables and tones they encounter in new words. They recognise that letters...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Interact with teachers and peers in social and class activities, exchanging ideas and opinions, using correct tones (VCZHC017)
  2. Exchange simple correspondence with teachers and peers to contribute suggestions and arrange activities (VCZHC018)
Informing
  1. Obtain and process information about significant people, places and events from spoken and visual sources, and convey this information using learnt phrases and key words (VCZHC019)
  2. Locate factual information from sources and report this information to a known audience using learnt characters (VCZHC020)
Creating
  1. Respond to and create simple imaginative texts using voice, rhythm, and appropriate gesture and action (VCZHC021)
  2. Create short written imaginative texts using simple characters and short sentences (VCZHC022)
Translating
  1. Translate the meanings of important everyday words using contextual cues (VCZHC023)
  2. Find English equivalents of common expressions in Chinese and vice versa (VCZHC024)
Reflecting
  1. Reflect on how aspects of personal identity are expressed in Australian and Chinese contexts (VCZHC025)

Understanding

Systems of language
  1. Recognise the tone-syllable nature of spoken language, and compare Chinese and English sounds (VCZHU026)
  2. Reproduce key Chinese characters from familiar contexts using stroke types and sequences, and component forms and their arrangement (VCZHU027)
  3. Use nouns, adjectives and simple sentences to record observations (VCZHU028)
  4. Identify similarities and differences in the organisation of simple familiar texts (VCZHU029)
Language variation and change
  1. Recognise that Chinese is spoken by communities in many countries (VCZHU030)
  2. Identify the likely contexts and features of informal and formal conversations involving known participants of different ages, genders and social positions (VCZHU031)
The role of language and culture
  1. Identify how terms are used to indicate relationships and express aspects of culture that may be different from their own (VCZHU032)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字? 你上几年级? 你有狗吗? 你喜欢什么运动? They use appropriate pronunciation, tone, gesture and movement and some formulaic expressions. They use modelled questions to develop responses, for example, 你的哥哥几岁?, 他是谁?, 你住在哪里?, 这是什么? They respond to and create simple informative and imaginative texts for familiar audiences (for example, 狼与小孩) by selecting learnt words and characters. Sentences are short and follow the basic subject–verb–object structure with occasional use of adjective predicates, for example, 这是红色的苹果.. Learners use familiar words in Pinyin, or presented...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

Students engage with oral language by active listening, observing interactions between speakers in everyday contexts, and using the spoken language in a range of forms. They speak with attention...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Initiate interactions with peers and known adults to plan and organise social activities (VCZHC033)
  2. Exchange correspondence and create simple written material to plan future activities and events and contribute ideas (VCZHC034)
Informing
  1. Obtain and process specific information from multiple spoken sources, selecting and sequencing appropriate content for specific audiences (VCZHC035)
  2. Locate key points in written informative texts, summarising the points to report to known audiences (VCZHC036)
Creating
  1. Engage with characters and points of view in short imaginative texts, express personal opinions and create simple spoken imaginative texts (VCZHC037)
  2. Create written imaginative texts, describing characters and sequencing events, using scaffolded models of texts, learnt characters or word lists for support (VCZHC038)
Translating
  1. Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English (VCZHC039)
  2. Create own bilingual texts such as signs, displays and posters (VCZHC040)
Reflecting
  1. Describe aspects of own identity and reflect on differences between Chinese and English language and culture, identifying how this knowledge can help their intercultural exchanges (VCZHC041)

Understanding

Systems of language
  1. Discriminate between similar or related syllables and words by listening with attention to intonation, stress and phrasing (VCZHU042)
  2. Identify how character structure, position, and component sequences relate the form of a character to its particular sound and meaning (VCZHU043)
  3. Form sentences to express details such as the time, place and manner of an action and to sequence ideas (VCZHU044)
  4. Notice how the features of text organisation vary according to audience and purpose (VCZHU045)
Language variation and change
  1. Understand that Chinese is characterised by diversity in spoken and written forms (VCZHU046)
  2. Examine how language is used to clarify roles and relationships between participants in interactions (VCZHU047)
The role of language and culture
  1. Explore the ways in which everyday language use reflects culture-specific ideas, such as the influence of age, gender and social position on language choices (VCZHU048)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, 我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家. They use simple questions (for example, 请问… ? 你是哪国人?你会说汉语吗?) and seek clarification, for example, … 对吗? They access information from a range of print and digital resources (for example, 课文,菜单,宣传单,图样,地图,课程表, 日历,行程表, 天气预报) and summarise key points in order to inform others and organise activities, for example, 我们这个星期六去打球, 好吗? They engage with a range of imaginative texts. They use intonation and stress to engage audiences and participants. They translate everyday expressions (for example, 好久不见 or 不谢) and use context to assist...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students extend their knowledge of the grammatical system and its use through spoken and written communication. Students experiment with language, exploring how cultural meanings are expressed....

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Initiate and sustain interactions with peers and familiar adults to plan and arrange activities or social events in the context of the school or local community, and vary spoken language in response to the needs and demands of other participants (VCZHC049)
  2. Correspond with peers and other familiar participants to plan activities, and compare opinions on and attitudes towards different cultures (VCZHC050)
Informing
  1. Analyse and summarise relevant information obtained from a range of spoken sources and convey this information to known audiences through a range of texts (VCZHC051)
  2. Locate, classify and organise relevant information, including analysing data in simple diagrams, tables and graphs, and re-present this information for known audiences (VCZHC052)
Creating
  1. Engage with imaginative texts, observing how characters, emotions and attitudes are portrayed, express opinions about these aspects of an imagined experience and apply this knowledge in their own performances and texts (VCZHC053)
  2. Create written imaginative texts to describe experiences involving imagined people and places (VCZHC054)
Translating
  1. Translate texts for different audiences varying the language to explain key points for these different audiences (VCZHC055)
  2. Create short bilingual texts on topics of personal interest and on key content from other learning areas and provide subtitles or commentary to assist meaning (VCZHC056)
Reflecting
  1. Reflect on the cultural significance of how different groups and members of groups name themselves and are represented by others (VCZHC057)

Understanding

Systems of language
  1. Examine differences in sounds and tones, and patterns of sound flow in speech (VCZHU058)
  2. Interpret texts by inferring meaning from common character components or position of components, and analyse how reliable this method is in translating (VCZHU059)
  3. Identify and apply features of Chinese grammar and sentence structure to organise and sequence ideas in oral and written texts (VCZHU060)
  4. Analyse how authors adjust features of different text types for different purposes and audiences (VCZHU061)
Language variation and change
  1. Investigate the extent and dynamic nature of Chinese language use locally and globally (VCZHU062)
  2. Explain how the Chinese language adapts to social and technological changes (VCZHU063)
The role of language and culture
  1. Compare and reflect on how cultural contexts influence the way language is used within and across communities (VCZHU064)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, 你要去看电影吗?;我们可以六月份一起去. They summarise the main points of information about known content from a range of spoken and print sources (for example, 电视节目,podcast, 电话留言,广告, 老师推荐的网站,书籍,图书馆目录,游记), and convey the relevant information in a range of texts. Students respond to and create simple imaginative and informative texts. Sentences generally contain two or more ideas connected by cohesive devices (for example, 不但…而且…; 因为… 所以…), as well as time expressions (for example, 先…再…), and tense markers such as 了、完 to sequence events and ideas. Students make comparisons (for example, 比; 跟…一样), and provide explanations or reasons...

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F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students engage in cross-cultural communication and reflect on their own experiences in Chinese. They exchange information and ideas and share their life experiences. They use creative and expressive...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Exchange and elaborate on suggestions and opinions in spoken interactions related to planning and negotiating activities and events, adjusting spoken language for familiar and unfamiliar participants, purposes and contexts (VCZHC065)
  2. Sustain and extend written exchanges about places, future plans, and contemporary social issues and activities (VCZHC066)
Informing
  1. Analyse, compare and present perspectives on topics of interest, identifying the different ways emotions, intentions and ideas are expressed (VCZHC067)
  2. Collate and present different perspectives on a range of issues from different sources (VCZHC068)
Creating
  1. Engage with a range of performance-based imaginative texts, and respond by discussing attitudes portrayed, expressing opinions, explaining themes, discussing characters, and considering language use and cultural meanings, and apply this knowledge to create imaginative texts (VCZHC069)
  2. Create written imaginative texts that express aspects of Chinese culture for different audiences and identify how some concepts can be readily translated between Chinese and English and some do not (VCZHC070)
Translating
  1. Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not (VCZHC071)
  2. Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English (VCZHC072)
Reflecting
  1. Compare the experiences of young Australians with those of young people in Chinese-speaking communities, reflecting on how these diverse experiences affect individuals’ identity, attitudes and beliefs (VCZHC073)

Understanding

Systems of language
  1. Explain differences in intonation, rhythm and sounds when listening to speakers of different ages, genders and social positions (VCZHU074)
  2. Relate prior knowledge of character form and function to infer information about the sound and meaning of unfamiliar characters (VCZHU075)
  3. Analyse and examine how effective authors control sentence structure and use language to engage their audience (VCZHU076)
  4. Compare the purposes, text structures and language features of traditional and contemporary texts (VCZHU077)
Language variation and change
  1. Explain the dynamic nature of the Chinese language and how changes over time are influenced by local and global contexts and cultures (VCZHU078)
  2. Explain how language defines people’s roles as outsiders or insiders in groups and cultures (VCZHU079)
The role of language and culture
  1. Analyse the ways in which language choices reflect cultural practices and values and how language is used to express familiarity and distance between participants in interactions (VCZHU080)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students use pinyin to transcribe spoken texts and use characters to create written texts. They identify key ideas and compare information from multiple sources (such as 新闻,访谈,podcast, 纪录片) to develop and substantiate their own position on topics of personal interest or issues of broader significance. They exchange ideas and opinions, for example, 为什么学中文很重要?; 澳大利亚的语言;好用的手机app, 我不太同意你的说法,因为…你觉得呢?; 虽然你说得有道理,但是… 所以我觉得… They speak with attention to pronunciation and tone. Students respond to and create a...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students develop their ability to share ideas about language and culture systems and develop their skills in moving between languages and cultures. Learning and use focus on active exploration of...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Exchange feelings, ideas and opinions, establish and maintain friendships and participate in group action (VCZHC081)
  2. Correspond and collaborate with peers, relating aspects of their daily experiences and arranging sporting and leisure activities (VCZHC082)
Informing
  1. Locate and share with known audiences factual information about people, places and events from a range of oral texts (VCZHC083)
  2. Locate factual information about life in other communities and about aspects of Australian life, including data from graphs and tables, and convey this information to known audiences (VCZHC084)
Creating
  1. Express opinions about imagined characters and events seen and heard in contemporary media and performances, and create own portrayals of characters using gesture, action, stress, and modelled phrases (VCZHC085)
  2. Respond to simple narratives and create short texts about imagined characters and events (VCZHC086)
Translating
  1. Translate simple texts from Chinese to English and vice versa, identifying words and phrases in Chinese that do not readily translate into English, using contextual cues, action and gesture to assist translation (VCZHC087)
  2. Interpret common colloquial phrases and culturally specific practices from Chinese contexts into Australian contexts and vice versa, identifying contextual restraints and considering alternatives (VCZHC088)
Reflecting
  1. Reflect on personal experiences and observations of using and learning Chinese language in familiar contexts, and use these reflections to improve communication (VCZHC089)

Understanding

Systems of language
  1. Recognise the tone-syllable nature of the spoken language, discriminate use of tones, rhythm, and sound flow in interactions, and use Pinyin to support learning the spoken language (VCZHU090)
  2. Identify how character structure, position and component sequences relate the form of a character to its particular sound and meaning (VCZHU091)
  3. Identify and use the characteristics of Chinese word order and explain the use of Chinese-specific grammatical features (VCZHU092)
  4. Identify the characteristics of familiar text types, noting particular textual features distinctive to Chinese (VCZHU093)
Language variation and change
  1. Recognise diversity in Chinese language use within different communities and regions, such as dialects, and local languages and character systems (VCZHU094)
  2. Identify traditional phrases and contemporary terms in everyday language use and the role of technology in changing the way people communicate (VCZHU095)
The role of language and culture
  1. Discuss how language choices reflect cultural practices, including clarifying roles and relationships between participants in interactions (VCZHU096)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), seek clarification (for example, 对不起,我听不懂,你说什么?), and transact and make arrangements, for example, 你要来我家吗? They use the question particle and familiar question words (什么,谁,哪儿,几). Students approximate tone, intonation and rhythm but meaning remains clear. They use gesture and some formulaic expressions to support oral interaction. They employ learnt vocabulary to express personal insights and compare experiences on topics of personal interest and significance. They connect ideas using basic cohesive devices (for example, 和,可是,所以), express...

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7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

Students reflect on their understanding of and responses to their experiences when communicating across cultures. They use creative, expressive and persuasive language. They work collaboratively...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Interact and socialise with known and unknown participants in familiar contexts to plan and arrange events, and exchange feelings, opinions and preferences (VCZHC097)
  2. Correspond with peers and teacher, exchanging ideas, negotiating decisions and inviting others to participate in collective action (VCZHC098)
Informing
  1. Locate and compare perspectives on people, places and lifestyles in different communities, from a range of spoken information texts, and convey this information to others (VCZHC099)
  2. Locate and organise information on topics of interest from a range of written sources to develop a position, and convey this position to a familiar audience in a range of texts (VCZHC100)
Creating
  1. Respond to imaginative texts by stating how themes such as relationships, image and acceptance are portrayed, and create own performances to express ideas on personal experiences of these themes (VCZHC101)
  2. Respond to and create or adapt simple narratives that describe experiences and characters from folk tales or popular fiction (VCZHC102)
Translating
  1. Translate simple modified Chinese texts and familiar interactions in different contexts, identifying alternative ways to interpret meaning (VCZHC103)
  2. Mediate descriptions of Chinese and Australian life, identifying what experiences and ideas are not readily translated between cultures (VCZHC104)
Reflecting
  1. Reflect on the reactions and experiences of participants (including their own) in interactions and observe how languages is adapted to communicate effectively in unfamiliar contexts (VCZHC105)

Understanding

Systems of language
  1. Discern differences in patterns of sound and tone in extended Chinese speech when listening to speakers of different age, gender, and regional background (VCZHU106)
  2. Relate prior knowledge of character form and function to infer information about sound and meaning of unfamiliar characters (VCZHU107)
  3. Analyse functions of grammatical rules and use language appropriate to different forms of oral and written communication (VCZHU108)
  4. Compare the purposes, text structures and language features of traditional and contemporary Chinese texts (VCZHU109)
Language variation and change
  1. Explore the development of Chinese as an international language and as a lingua franca in Chinese communities (VCZHU110)
  2. Explore the role of tradition in contemporary language use and how languages change over time (VCZHU111)
The role of language and culture
  1. Reflect on how language and culture both shape and reflect each other (VCZHU112)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts. They exchange information, ideas and opinions and enquire into the experiences and opinions of others, using question words such as 为什么,怎么,怎么样 to elicit more information. They summarise and collate information from different sources and perspectives to compare how ideas and concepts are expressed and organised in Chinese texts and contexts. Students observe how texts are created for different purposes and audiences. They respond to narratives, identifying language features that do not translate easily between cultures, mediating these ideas and expressing insights in Chinese while adjusting language use for different audiences. They justify their opinions...

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