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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 country and overseas. They begin to recognise the importance of tone in Chinese speech and observe that the sounds of Chinese can be encoded in Pinyin using familiar letters. Students view characters...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising Elaborations
  1. Participate in class routines, structured conversations and activities using teacher-modelled tones and rhythms (VCZHC001)
    1. reproducing the sounds used in greetings, for example, 早, 你好,王老师,、 再见
    2. listening to and engaging with the rhythms and sound patterns in conversations with teachers and peers, mimicking and practising the tones
    3. responding to teacher talk and instructions, for example, 站起来 and 请坐
    4. participating in games through action, for example, Simon Says (老师说)
    5. using pictures and prompt cards to participate in conversations
    6. introducing classmates (for example, 我叫Anna。我五岁) and expressing gratitude, for example, 谢谢
    7. learning to use gesture in communication to help convey meaning, for example, using Chinese finger gestures to show numbers
    8. sharing personal information about oneself and family with peers, for example, 我有弟弟。我爱我的妈妈
  2. Interact with simple written texts in familiar contexts to contribute to class discussions (VCZHC002)
    1. collecting examples of common Chinese characters found in familiar settings such as signs and labels, for example, 八 (8),面 (‘noodles’), (‘spring’)
    2. discussing the differences between the Roman alphabet and characters, for example, compare the sound and shape of each
    3. labelling images of family from a provided list of characters, for example, 妈妈,爸爸,哥哥,妹妹
    4. recognising and copying high-frequency characters relating to family and number, and noticing the formation and spacing of characters
    5. recognising the differences in describing family members in Chinese and English, for example, ‘brothers’ can be 哥哥 or 弟弟 in Chinese
    6. labelling and illustrating a class photo wall of a shared event or visit
Informing Elaborations
  1. Locate information about family and familiar events from spoken and visual sources and convey this information in simple visual and oral texts (VCZHC003)
    1. using teacher scaffolding (for example, ‘We are going to listen for the information about the boy’s family members: what words might be used?’) to predict content before listening to spoken texts
    2. matching information heard with pictures or other visual clues, such as identifying colours and fruit in game and real-life situations
    3. sequencing pictures to describe events, guided by the teacher
    4. responding to questions and retelling information obtained from listening to and viewing scaffolded models of texts, such as a video clip or an avatar of a Chinese student
    5. practising tone, actions and gestures that support meaning to share information
    6. expressing preferences, for example, 喜欢,不喜欢
  2. Locate and present information about familiar objects, people and personal interests using visual and contextual cues (VCZHC004)
    1. tracing, copying and practising using individual characters, such as the numbers 1–10 ( 一, 二, 三, 四, 五…)
    2. cutting and pasting characters from a provided set to make a mini book
    3. selecting characters to label pictures and make a greeting card or postcard
Creating Elaborations
  1. Respond to and create simple Chinese stories, songs and rhymes, reproducing rhythm and sound patterns to express feelings (VCZHC005)
    1. viewing cartoons or segments of movies based on traditional Chinese stories, such as 《大闹天宫》
    2. performing songs and dances in groups, for example,《朋友就是你》 and 《生日快乐》
    3. reciting poems and nursery rhymes
  2. Create short imaginative written texts using images and copied characters (VCZHC006)
    1. creating storyboards for well-known Chinese stories such as Mulan or Pangu (盘古)
    2. captioning or labelling illustrations on storyboards, practising the strokes of high-frequency characters
    3. participating in the shared reading of books, making predictions about characters and events from the cover and illustrations
    4. listening to Chinese idiom stories and retelling these stories using illustrations
Translating Elaborations
  1. Identify equivalent or similar Chinese words or phrases for familiar objects or terms in English (VCZHC007)
    1. matching words and phrases spoken in Chinese to images, objects or words in English, such as classroom objects (书包, 笔), to develop vocabulary
    2. stating the English equivalent of common expressions in Chinese (for example, phrases such as 对不起, 没关系; 谢谢,不谢) for the benefit of classmates
    3. explaining the meaning of Chinese words to classmates
  2. Identify common Chinese characters and words in Pinyin using contextual cues (VCZHC008)
    1. experimenting with using high-frequency Chinese sounds to transcribe simple common words into Pinyin, such as
    2. developing a class list of contextual cues such as images, text structure and other features that would help with understanding meaning
    3. typing known or given list of Pinyin words into an online dictionary to turn the Pinyin into characters to express good wishes, such as ‘Happy birthday’ (zhὺ nĭ shēng rì kuài le◊ 祝你生日快乐!)
    4. using flashcards to indicate likes and dislikes, for example, 喜欢 / 不喜欢
Reflecting Elaborations
  1. Notice aspects of Chinese language and culture that are ‘new’ or ‘interesting’, and observe how relationships influence language use and own identity (VCZHC009)
    1. examining the meanings behind Chinese family names and other related vocabulary
    2. having a shared meal of 饺子,春卷 etc. and appreciating cultural diversity in the school community
    3. responding to questions by sharing with students in Chinese sister school personal information related to identity, for example, name, family name, zodiac sign, family members
    4. comparing learning in English with learning in Chinese, for example, learning about syllables and components
    5. presenting a collage or poster which represents aspects of their identity, using text and images
    6. observing interactions to notice cultural aspects such as use of voice to show courtesy, how disagreement is expressed, or smiling so as not to offend while saying ‘too expensive’
    7. expressing personal responses to aspects of culture encountered when viewing images, such as of classrooms, home environments or street scenes in diverse contexts, responding to teacher prompts (for example, What do you see …? What do you notice …? How do you celebrate …?), and relating to own experience

Understanding

Systems of language Elaborations
  1. Reproduce the four tones and recognise how they can change the meaning of words (VCZHU010)
    1. noticing the tonal nature of spoken Chinese and using gestures to enhance the differentiation of tones
    2. applying tones to diverse sounds in Chinese to express different meanings, and recognising differences between words with different tones, for example, mā and
    3. practising the pronunciation of syllables that are unique to Chinese, such as nǚ, xià
    4. working with classmates and teachers to identify initials (, b, p, m, d, t, g, k etc.) that are similar to English consonants (f, l, n, v)
  2. Recognise Chinese characters as a form of writing and Pinyin as the spelled-out sounds of spoken Chinese (VCZHU011)
    1. differentiating Chinese characters from other forms of written expression, for example, the Roman alphabet, visual images (drawing)
    2. recognising that each character has meaning, and exploring the connection between meaning and form, for example, pictographs such as (‘person’), (‘sun’)
    3. examining which initials and finals can be guessed from English, for example, ‘mama’ as opposed to ‘gege’
    4. copying or tracing characters with attention to stroke order and direction
    5. identifying syllables that make up Chinese words, such as 小/老/鼠 (xiǎo/lǎo/shǔ), and understanding that words such as 熊猫 (xióng māo) have two syllables, with each syllable having a meaning
    6. making connections between words sharing a common syllable/morpheme, for example, 小狗、小猫、小朋友
    7. building new words by combining familiar meanings such as 红+苹果
  3. Understand that Chinese sentences have a particular word order (VCZHU012)
    1. replacing words in modelled sentences to express a personal meaning, for example, replacing 弟弟 in 我有弟弟 with 妹妹 to say 我有妹妹
    2. stating the subject of a sentence, for example, 我爱妈妈 is about ‘I’, and 妈妈爱我 is about ‘Mum’
    3. recognising that simple statements in Chinese tend to follow English word order, but that questions do not, for example, ‘Do you have a cat?’ versus 你有猫吗?
    4. recognising that sometimes the verb ‘to be’ is left out in Chinese sentences, for example, 我五岁 rather than 我是五岁
  4. Engage with familiar text types to predict meaning (VCZHU013)
    1. viewing samples of children’s books, and identifying headings and images, appreciating their role in supporting understanding of texts
    2. comparing similar texts in Chinese and English (for example, a poster for a movie, such as 《功夫熊猫》) and identifying major elements of the Chinese text
Language variation and change Elaborations
  1. Recognise that Chinese is a major community language in Australia (VCZHU014)
    1. exploring the range of languages spoken in Australia and identifying people in the local community or in the media who speak a different language, for example, ‘My mum’s friend is from China, and she speaks Chinese’
    2. discussing why there are different languages spoken by Australian families and by classmates
    3. knowing that Chinese is spoken not only in China but also in other areas of the world, including Australia
  2. Identify the features of formal language used in familiar contexts, such as at school (VCZHU015)
    1. using titles to address teachers in Chinese, such as 王老师 instead of Ms Wang
    2. responding to expressions commonly encountered in Chinese classrooms, such as 起立 and explore the cultural meanings behind these
The role of language and culture Elaborations
  1. Describe how people use different languages to communicate and participate in cultural experiences (VCZHU016)
    1. identifying interesting facts, for example, finding out what are the biggest celebrations in China and Australia, and comparing these celebrations
    2. engaging with the traditions and customs, festivals, celebrations and food of Chinese communities, recognising the value of learning about another culture in learning a new language
    3. participating in a shared meal, a New Year celebration or a Chinese performance, commenting on the experience and listening to the sounds of Chinese
    4. comparing gestures and body language associated with language use in different cultures, for example hand gesturing for emphasis and encouragement or recognising taboos within Chinese communication, such as pointing directly at someone

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. They create simple informative and imaginative texts by selecting and practising learnt characters and familiar words and phrases to describe, list, label and caption.

Students recognise that Chinese is a major language in Australia. They identify its distinctive systems of writing and speaking. They recognise the tonal nature of Chinese and know that characters are formed by strokes. Students differentiate between the Pinyin and characters associated with familiar objects in their immediate environment. They recognise the use of tone marks in Pinyin. They are aware of the word order of simple sentences. They recognise the conventions for using Chinese to communicate with family, friends and teachers. They recognise the similarities and differences between Chinese and Australian contexts, language and culture. They can identify themselves as learners of languages.

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 in Pinyin and English produce different sounds using different spelling conventions. Printed texts used in the classroom are mainly presented in Pinyin but may be glossed with characters. Students use...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact with teachers and peers in social and class activities, exchanging ideas and opinions, using correct tones (VCZHC017)
    1. giving personal information, facts and opinions in response to questions about people and aspects of daily life such as pets (我的狗很可爱), interests, routines and activities
    2. expressing opinions and commenting on personal experience using familiar expressions (for example, 很棒。 太好了。我不喜欢…), and turn-taking (该你了) in class games
    3. contributing to class activities by asking for (我可以…吗?) and giving permission (可以), apologising and excusing (对不起), raising hand and using phrases such as 老师,我不懂 to request assistance in learning activities
    4. initiating conversations in familiar social contexts by greeting participants and introducing themselves (for example, 你好,我叫James,我八岁,我住在悉尼), displaying appropriate social manners to enhance communication
    5. giving information in response to questions such as 你的弟弟几岁?, and responding to turn-taking signals such as 该你了 or pauses
    6. following the teacher’s instructions to participate in learning activities, for example, 我们听 Sam 说一说
    7. reporting group activity results to each other and the teacher, for example, Michael 喜欢打篮球,Sophie 喜欢游泳
  2. Exchange simple correspondence with teachers and peers to contribute suggestions and arrange activities (VCZHC018)
    1. exchanging simple correspondence such as notes, postcards and text messages
    2. using ICT to adapt or create drawings to support written communication in cards, posters and visual displays
    3. adapting teacher-modelled language and using word lists to correspond with others, for example, creating cards to express good wishes and season’s greetings to friends and family members (生日快乐, 母亲节快乐)
Informing Elaborations
  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)
    1. identifying commonly used terms for daily activities such as 你几点睡觉? to contribute in an online discussion with sister-school friends
    2. describing people, places and things using actions and gestures, for example, to create a video clip to describe the school
    3. planning and presenting short reports about holidays, special events and places using photos, illustrations, captions, diagrams
    4. listening to short spoken texts containing some unfamiliar language, identifying key information, for example, name and phone number of speaker in a voicemail message, or the names, year level and age of Chinese children in a short interview
  2. Locate factual information from sources and report this information to a known audience using learnt characters (VCZHC020)
    1. identifying key words in familiar text types (for example, a floor plan, map or calendar) by recognising textual features (for example, bigger font for the name of the capital city on a map) and using other visual clues
    2. identifying and locating familiar characters or words in texts, and discussing the purpose and meaning of a text, for example, food packaging, a restaurant menu
    3. creating posters using learnt characters to inform others, for example, about a special event or a favourite person
Creating Elaborations
  1. Respond to and create simple imaginative texts using voice, rhythm, and appropriate gesture and action (VCZHC021)
    1. performing plays in groups, using puppets and props, with allocated roles (such as 《十二生肖的故事》, 《饥饿的毛毛虫》), and using gestures and other movements to enhance the impact of performance, for example, using facial expressions to demonstrate emotions during a play
    2. viewing performances such as a song and dance show for children and identifying features of language, for example, rhyming in 小燕子,穿花衣,年年春天来这里
    3. creating own representations of familiar songs (小星星), poems and stories with a focus on varying voice, rhythm, gesture and action
    4. reading excerpts of 童谣 and comparing Chinese-specific expression with English version, such as 小猫怎么叫,喵喵喵。小狗怎么叫,汪汪汪。小鸡怎么叫,叽叽叽。小鸭怎么叫,嘎嘎嘎。小羊怎么叫,咩咩咩
    5. singing familiar songs from both cultures, such as 《小星星》,《说哈罗》,《猜拳歌》 or 《狼与小孩》, to memorise words and sounds and for enjoyment
    6. expressing own feelings, likes and dislikes in response to Chinese stories, songs and poems, and asking for classmates’ feelings
  2. Create short written imaginative texts using simple characters and short sentences (VCZHC022)
    1. comparing the themes and content of nursery rhymes (童谣) (such as 小蜜蜂,嗡嗡嗡,飞到东,飞到西; 小白兔,白又白, 两只耳朵竖起来;小燕子,穿花衣, 年年春天来这里), for example, noting the frequent appearance of particular animals in童谣 and recognising how this relates to traditional agricultural life
    2. creating a storyboard to describe characters and key events in planning a story
    3. creating plot diagrams using characters provided by teacher to annotate diagram
    4. using pictographs such as 马, 田,山 to create cartoons to illustrate a story
    5. designing play props and costumes appropriate to the context and setting of a story read or listened to in class, and identifying traditional Chinese clothes and accessories
Translating Elaborations
  1. Translate the meanings of important everyday words using contextual cues (VCZHC023)
    1. explaining words and phrases to peers or the teacher, using gestures and actions to help convey meaning, such as facial expressions to express dislike or disappointment, agreement or enthusiasm
    2. explaining meanings of colloquial phrases used on specific occasions (for example, 恭喜发财 to give New Year wishes), and discussing how such wishes are expressed in English
    3. choosing words to translate information into Chinese, recognising different meanings for the same word, for example 哥哥 can be used to refer to an older male friend as well as older brother
  2. Find English equivalents of common expressions in Chinese and vice versa (VCZHC024)
    1. reading bilingual signs, comparing Chinese words to their English equivalent, and recognising how key characters in expressions contribute to the overall meaning, such as in 好好学习,天天向上
    2. identifying meanings of Chinese words and phrases that do not translate directly (word for word), for example, 属 、 岁、马马虎虎
Reflecting Elaborations
  1. Reflect on how aspects of personal identity are expressed in Australian and Chinese contexts (VCZHC025)
    1. preparing a self-introduction and discussing the concept of ‘self’/, exploring questions such as ‘What makes me special in my family? In my class? In my school?’, for example, 我叫 Tina, 我是妹妹。我上三年级,我的老师是王老师
    2. prioritising information when talking about self, for example, 我叫Kate before 我八岁
    3. sharing information about one’s zodiac animal sign in Chinese and discussing in English the cultural significance of such information, for example, 我属龙

Understanding

Systems of language Elaborations
  1. Recognise the tone-syllable nature of spoken language, and compare Chinese and English sounds (VCZHU026)
    1. explaining the use of Pinyin as a learning tool to reflect the sound of Chinese spoken language, and recognising sounds associated with individual letters and syllables, differentiating, for example, qī , piě, rán and qù from English sounds for such letters and syllables
    2. listening to and viewing simple conversational exchanges, recognising tone-syllables and experiencing the differences between Chinese and English intonation
    3. recognising when and why some tones are not expressed in some contexts, for example, repetition of syllables in ‘Mama’, neutral tone on second syllable
    4. listening to and reading out loud a nursery rhyme with strong Chinese prosodic features such as 《小老鼠,上灯台》
    5. engaging in activities to raise tonal awareness, such as competing with classmates to read a tongue twister (妈妈骂马) and using hand gestures to help pronounce different tones
  2. Reproduce key Chinese characters from familiar contexts using stroke types and sequences, and component forms and their arrangement (VCZHU027)
    1. engaging with a range of basic characters and components and exploring their individual meanings, for example, 大 , 小,足,手
    2. exploring the process of character construction, including counting the number of strokes, describing the shape of strokes, differentiating between similar strokes, and following general rules of stroke order
    3. making connections between basic characters and related component forms (for example, radicals like and 扌;人 and ), and recognising the number and arrangement of components in a compound character, for example, that has three components and has two components, that (standing person) is on the left-hand side
    4. exploring the concept of ‘word’ in Chinese and knowing that each character is a meaningful unit (morpheme) that is used to make up ‘words’ such as 白菜 (white + vegetable), 好朋友 (good + friend + friend), 男生 (male + student)
    5. making connections between key morphemes in familiar words, for example, fruit group 水果、苹果 、果汁; vehicle group 汽车、火车、车子
  3. Use nouns, adjectives and simple sentences to record observations (VCZHU028)
    1. exploring basic sentence structure in Chinese, consisting of subject–verb–object, and learning to analyse sentences in both Chinese and English, for example, ‘What’s the subject in the sentence “My mum drives a car”? How about in the Chinese sentence 我看书? Do sentences work the same way in Chinese and English?’
    2. recognising grammatical features and how their use differs in Chinese and English, for example, the lack of articles in Chinese; that adjectives can be used as verbs; limited use of the verb ‘to be’ ()
    3. following patterns of word order and sentence structure and using negation when creating sentences to express own meanings, for example, replacing the subject pronoun in 我喜欢绿色 to create the sentence 我妈妈不喜欢绿色
  4. Identify similarities and differences in the organisation of simple familiar texts (VCZHU029)
    1. reading familiar text types in both Chinese and English (for example, menus, calendars, songs and TV cartoons), and explaining how the content and features of the text suit its purpose, for example, the menu has pictures of dishes to help the customer understand what kind of food it is
    2. recognising Chinese texts (for example, Chinese film posters and newspapers), and discussing how the textual features are organised, including the headings, images and fonts, and the cultural significance of such texts
    3. applying knowledge of text features to help locate key information, such as identifying details relating to name, age and nationality across diverse examples of social media profiles and print information forms
    4. discussing a range of predictable texts with teachers and peers to perceive common components (radicals) in complex characters such as ‘woman’ () and ‘water’ ()
Language variation and change Elaborations
  1. Recognise that Chinese is spoken by communities in many countries (VCZHU030)
    1. investigating the use of Chinese in Australian communities and in countries and regions where diverse forms of Chinese are widely used, for example, China, Hong Kong, Taiwan, Singapore, Malaysia, Vietnam, USA
    2. interviewing people in their community who speak Chinese, such as 妈妈的朋友, and finding out how the person learnt and used Chinese in their home country and in Australia, for example, ‘How did you learn to speak and write Chinese? Do you speak Chinese every day in Australia?’
    3. recognising characters used in specific cultural events (for example, in various forms of New Year decoration, such as paper cut-outs, folk art, couplets), and identifying how the form might change, for example, asking why is sometimes presented upside dow
  2. Identify the likely contexts and features of informal and formal conversations involving known participants of different ages, genders and social positions (VCZHU031)
    1. comparing conversations between peers/friends with conversations between teachers/authorities, for example, 你/您; 坐吧!/请坐!
    2. viewing and listening to the opening of conversations in a range of situations, and finding key words participants use, noticing how these chunks of language can change depending on the situatio
    3. finding examples of the openings of informal and formal conversations in Chinese films, soap operas and children’s cartoons, and practising using these openings in conversation with teachers and friends
The role of language and culture Elaborations
  1. Identify how terms are used to indicate relationships and express aspects of culture that may be different from their own (VCZHU032)
    1. participating in exchanging good wishes in celebrations such as 龙年快乐, and comparing cultural practices of celebration from around the world
    2. exploring the use of language and symbolic images during cultural events, and describing the cultural meaning represented, for example, looking at the use of the colour red during Chinese New Year and in good wishes of 红红火火 and asking why red is so widely used during celebrations in China; What is the cultural connotation of
    3. discussing possible reasons why Chinese family names are placed before given names, and exploring the cultural meaning of various Chinese names, for example, 静 ,明, 勇
    4. exploring the more complicated Chinese kinship relationships, and learning to address family members with a title rather than by their given names, for example, drawing a family tree and labelling each member with their Chinese title

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 in characters in texts. Numbers are used in relation to age and family members, and to quantify objects with measure words such as 一个男生,两个姐姐,三只狗.

Students explain why Chinese is a globally important language. They understand that Pinyin provides access to the sounds of the spoken language. They identify features of the Chinese writing system, including the range of strokes and their sequences in character writing, and explain how component knowledge can assist in learning characters. They are aware that each character is a meaningful unit (morpheme) that is used to make up words. They recognise familiar word order in Chinese sentences. They notice similarities and differences between the patterns of the Chinese language and those of English and other familiar languages. They recognise that languages change with time and due to influences such as globalisation and technology. Students recognise that diversity of context and participants influence how meaning is communicated, and apply this knowledge to their own communication. They notice how cultural differences may affect understanding between people.

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 to the sounds and tones of words, using formulaic language and applying their knowledge of familiar language structures in new contexts. Students map character forms onto their familiar oral vocabulary...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate interactions with peers and known adults to plan and organise social activities (VCZHC033)
    1. experimenting with language choices to convey emotions and attitudes such as excitement and interest when events or ideas are suggested, including making arrangements, welcoming, congratulating, complimenting and praising
    2. exchanging information and opinions in class discussion, responding to questions such as 你喜欢运动吗?, and expressing agreement and disagreement with others’ opinions (for example, 对,我也很喜欢运动); making sure that other participants are included in interaction, for example, 我去过法国,你呢?
    3. participating in role-plays relating to shopping scenarios, and specifying quantity or type of item when selecting from options, for example, 三斤苹果,一包糖
    4. completing transactions by confirming prices (for example, 多少钱?五块八) and exchanging money, recognising Chinese currency
    5. preparing performances celebrating important events in the Chinese calendar to present at school assemblies to raise community understanding of aspects of Chinese culture, such as a taiji performance, a lion dance, or a Spring Festival song such as 《恭喜恭喜》
    6. assisting in organising and hosting visitors from a sister school or guest speakers to raise school community awareness of the importance of learning Chinese
    7. seeking permission from the teacher or peers to participate in activities or to be excused, for example, 我可以去喝水吗?
    8. responding to the teacher’s questions with actions or answers (for example, answering the question 懂了吗?), and requesting or borrowing items from others using appropriate language such as 我想看看你的书,好吗?
  2. Exchange correspondence and create simple written material to plan future activities and events and contribute ideas (VCZHC034)
    1. preparing and creating photo-stories with captions to present personal information and aspects of personal experience (such as friends and classmates, extracurricular activities, daily routine, and holiday experiences) for new classmates or for class blog
    2. creating short texts such as emails, letters and text messages to interact with others, for example, to invite, congratulate or thank someone
    3. producing short texts such as descriptions of a place, or the rules of behaviour for different events, situations or activities
    4. participating in shared blogs, exchanging information with students from sister school, for example, 你好,我叫Ann, 我是澳大利亚的学生
    5. using emoticons such as >_<||| in digital communication to enhance meaning conveyed
    6. using digital media to produce a publicity flier for an upcoming cultural or sporting event such as 汉语比赛
Informing Elaborations
  1. Obtain and process specific information from multiple spoken sources, selecting and sequencing appropriate content for specific audiences (VCZHC035)
    1. identifying specific information related to places, for example, listening to a weather forecast, recognising the names of familiar cities (such as 北京,上海), and recording the weather conditions and the temperature
    2. using textual clues such as 听一听小明的一天 to predict possible content when listening to spoken texts, and preparing to hear key information such as time and activities
    3. listening to and viewing a range of informative texts to identify key points, for example, answering questions from classmates about the procedure and main ingredients for cooking a Chinese dish from a cooking show
    4. presenting a short talk using information gathered from multiple sources, for example, investigating 南京的天气 by interviewing the teacher and listening to a podcast of a weather forecast
    5. supporting presentations with pictures, charts or graphs as appropriate, for example, using bar charts to show data on 澳大利亚的语言
  2. Locate key points in written informative texts, summarising the points to report to known audiences (VCZHC036)
    1. locating key information in texts such as timetables, calendars, brochures or advertisements, using clues such as organisation of content, for example, 星期一,星期二 etc. listed on the top row of a timetable
    2. reading familiar texts, such as shopping catalogues, understanding key phrases such as 八折, and working out the final price of an item
    3. recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning
    4. creating a poster to convey information to Chinese peers (for example, about a local city or popular tourist site) with pictures, maps, data, words and sentences
    5. selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression
Creating Elaborations
  1. Engage with characters and points of view in short imaginative texts, express personal opinions and create simple spoken imaginative texts (VCZHC037)
    1. singing popular songs, exploring the intended meaning of lyrics and the use of stylistic devices such as 比喻我爱你,我爱你, 就像老鼠爱大米) or 重复我是女生,漂亮的女生,我是女生,爱哭的女生
    2. retelling stories read by the teacher in Chinese and sequencing actions (using 然后), or explaining the cause of an action (using 因为)
    3. expressing personal opinions on TV programs or music videos, for example, 我很喜欢中国的 rap
    4. participating in performances such as 诗朗诵 and applying specific prosodic features such as ‘tone flow’ (抑扬顿挫) to enhance the effect
    5. creating short plays or skits and taking on roles in imagined scenarios such as a shopping trip, fashion show, or visiting or hosting a Chinese friend
    6. reading short stories in groups, and summarising the story and conveying the emotions and opinions of characters using, for example, 最、非常、太
    7. reading aloud phrases such as 哎呀!天哪! that are used to highlight the characters reactions to situations or the actions of others.
  2. Create written imaginative texts, describing characters and sequencing events, using scaffolded models of texts, learnt characters or word lists for support (VCZHC038)
    1. experimenting with storytelling techniques by following provided models of narrative texts, for example rewriting 她有七色花,红色,蓝色,白色… and replacing with 气球 and writing 她有七色气球,红色,蓝色,白色
    2. using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复(很大很大的球; 走啊走啊走啊)
    3. plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
    4. collaborating to create alternative endings to well-known stories using learnt sequences and word lists for support
Translating Elaborations
  1. Interpret and translate simple texts used for everyday purposes, identifying actions, words and phrases that do not readily translate into English (VCZHC039)
    1. identifying how best to interpret key words when translating English texts into Chinese, for example, the use of after first-, second- and third-person pronouns; numbers with measure words; possessives with ; plurals
    2. viewing spoken interactions in Chinese between peers or in texts (for example, viewing a segment of a movie), and interpreting the meaning of the dialogue as well as comparing and discussing culturally determined manners or behaviour displayed in the interaction
    3. differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’
    4. comparing own translation of short texts (such as brand names, signs, slogans and billboard advertisements) to others’, and evaluating the effectiveness of own translation
    5. recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and encouragement, and taboos within Chinese communication, such as pointing directly at someone
    6. identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English
  2. Create own bilingual texts such as signs, displays and posters (VCZHC040)
    1. producing bilingual posters to promote a healthy lifestyle, such as 健康食品
    2. designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place
    3. developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation
Reflecting Elaborations
  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)
    1. using appropriate forms of address in interactions, including nicknames for friends, greetings such as 嘿、哈罗、吃了吗、校长好, and courtesy phrases when agreeing, thanking, apologising, refusing, declining and leave-taking, for example, 谢谢, 不客气, 对不起,没关系
    2. presenting short spoken texts to peers and to Chinese-speaking people in other contexts via digital media, sharing culture-specific aspects of own identity (for example, 我是希腊人,我周末学希腊语 or football club membership) and discussing their significance
    3. defining own identity by describing relationships with others, for example, friendship groups (我的朋友是 Lisa George,我们都很聪明), ethnic group (我是德裔澳大利亚人)
    4. engaging with Chinese speakers through organised school activities (such as through a video-conference with students at a Chinese school, or welcoming visitors to own school), observing moments when difficulties are experienced in communication and reflecting on the cause of the difficulty
    5. sharing with peers personal experiences of interacting with Chinese speakers, for example, ‘I was really nervous and forgot how to say…’
    6. observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing the environment, seating arrangements, and how dishes are ordered and presented) and comparing to their own experience

Understanding

Systems of language Elaborations
  1. Discriminate between similar or related syllables and words by listening with attention to intonation, stress and phrasing (VCZHU042)
    1. recognising familiar language spoken by different voices
    2. recognising and discriminating between homonyms in Chinese (for example, shì— and ), relying on contextual cues to assist understanding, and differentiating syllables with different tones, for example, shì () and shí ()
    3. connecting the sound of spoken Chinese with the spelling and tone marks of Pinyin, for example, reading out words written in Pinyin with attention to Chinese pronunciation and tone; using Pinyin to record the sound of words or sentences encountered
  2. Identify how character structure, position, and component sequences relate the form of a character to its particular sound and meaning (VCZHU043)
    1. decoding characters by analysing their structure and the number of components, and recognising familiar components
    2. applying their knowledge of characters to learn to read and write new characters, and developing strategies for learning, for example, making connections between characters with a common component (你、他、们)
    3. identifying different meanings of key morphemes used in different contexts, for example, 天,日,二/两,你好 versus 好玩
  3. Form sentences to express details such as the time, place and manner of an action and to sequence ideas (VCZHU044)
    1. developing knowledge of metalinguistic terminology, discussing, for example: What is the plural form? How do we know it’s plural when reading in English? Can we tell when we read a Chinese word?
    2. recognising that in Chinese, verbs convey tense without verb conjugation, for example, explaining why can mean ‘have’, ‘had’ and ‘will have’
    3. comparing the use of tenses in English and Chinese, for example, how future tense is often expressed through time phrases in Chinese (我明天去北京,下个星期去上海)
    4. identifying the use of adverbial phrases, and extending understanding of sentence structure using subject–time–place–manner–verb–object, for example, 我星期一上学。我在墨尔本上学。我走路上学
    5. examining the clauses of a sentence in Chinese and noticing how they are linked coherently, for example, 他叫王晓明,(他) 是我的朋友 (i.e. no subject/pronoun)
    6. applying processes of discourse development, including joining (也、 和), contrasting (但是) and sequencing () information
    7. using alternative language to clarify intended meaning, for example, saying 我不胖不瘦 when they don’t know the phrase 中等身材
  4. Notice how the features of text organisation vary according to audience and purpose (VCZHU045)
    1. describing the major features of familiar text types in Chinese, and experimenting with analysing Chinese texts, for example, recognising the ‘problem’ and the ‘resolution’ in a narrative
    2. identifying the purpose and intended audience and context (for example, digital, online or face to face) of a range of familiar texts
    3. exploring features and conventions of Chinese text, including lack of word spacing or use of punctuation, and variability in text direction, and comparing texts in traditional characters with texts in simplified characters
    4. understanding the use of Chinese-specific punctuation, such as double quotation marks to signal a quote
Language variation and change Elaborations
  1. Understand that Chinese is characterised by diversity in spoken and written forms (VCZHU046)
    1. knowing that Putonghua is the standard spoken language used in China and the main Chinese language taught in other areas of the world
    2. understanding that there are simplified and traditional Chinese characters, and exploring examples of both forms to identify differences, for example, and
    3. exploring how the Chinese language has changed in response to modern life, such as the inclusion of English terms in everyday language; recognising ‘borrowed words’/借词 in Chinese from English (for example, 咖啡、 澳大利亚), and in English from Chinese (for example, tofu), and discussing how and why these types of words are introduced
    4. noticing the use of English words or phrases in Chinese interactions (for example, 拜拜, or a few words of English in a Chinese pop song), and discussing the reason for the ‘code-switching’
    5. examining the role of myths, legends and 成语 in contemporary language use (for example, reading texts containing 成语, such as 井底之蛙,画龙点睛 within 成语故事) and discussing their intended meaning, and the cultural importance of employing classical language in contemporary contexts
  2. Examine how language is used to clarify roles and relationships between participants in interactions (VCZHU047)
    1. comparing values and beliefs across cultures and identifying how Australian cultural values such as mateship are expressed through language
    2. exploring the nature of the concept of ‘family’ in Chinese culture and how this influences relationships between individuals, for example, addressing adults as 叔叔 or 阿姨
The role of language and culture Elaborations
  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)
    1. exploring cultural values conveyed in expressions relating to celebrations, for example, by asking: ‘In the colloquial phrase 合家团圆, what is 团圆? Why wish people 团圆? Does this have the same meaning in Australian culture? What’s the relationship between the language use and the Chinese values in this phrase?’
    2. applying appropriate choices of pronouns and labels when referring to others in interactions, for example 您/你; 小张/张晓琴

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 with interpretation. They produce short informative and imaginative texts. Sentences include details of time (for example, 八点,十二月二日,星期五), place (for example, 在澳大利亚,在墨尔本,在家) and participants, for example, 我的朋友, 小明的哥哥. They use prepositions and possessive clauses, including . They use a range of verbs, including verbs of identification and existence (), and some modal verbs (喜欢 、 会) to express interest...

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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. They analyse how messages are conveyed across languages, and apply their skills in moving between Chinese and English in different contexts and situations. Classroom discussions focus on exploring and...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  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)
    1. participating in conversations about personal experiences, expressing opinions about what is common to these experiences, for example, 我们的老师教我们很多东西。我们都很喜欢他
    2. comparing feelings about music, TV programs or sports, and asking questions to seek ideas, request repetition, clarify meaning (for example, 你喜欢看电视,不是吗?) and enhance mutual understanding, for example, A: 我不太喜欢听流行音乐,我更喜欢摇滚乐,因为摇滚乐很有意思。B: 古典音乐怎么样?古典音乐也不错
    3. negotiating with peers in relation to school policies and procedures, by affirming, accepting, clarifying, suggesting and recommending, for example, 小明,明天去动物园要穿校服吗?
    4. visiting Chinese-owned stores in the local area and specifying number or nature of items required; requesting, negotiating and accepting prices; and completing transactions, for example, 我们什么时候去…?, 我们去哪儿买?, 我们要买什么?
    5. participating in class role-plays of shopping scenarios, including expressing opinions about quality of goods (for example, 这条红色的裤子真好看), making comparisons with the same product or service from other retailers or service providers (for example, 他要一百块,你要一百三十块), and expressing satisfaction or dissatisfaction with price, for example, 太贵了
    6. negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging ideas and opinions of others and expressing agreement (for example, 好的) or disagreement, and offering alternatives, for example, 我觉得巧克力不好,考拉拼图怎么样?
  2. Correspond with peers and other familiar participants to plan activities, and compare opinions on and attitudes towards different cultures (VCZHC050)
    1. exchanging personal information via social networking sites, for example, 你是哪国人?你喜欢学习汉语吗?
    2. sharing information about life in different cultural contexts, expressing ideas and opinions, for example, 中国人喜欢吃米饭,澳大利亚人喜欢吃面包,你呢?
    3. sharing opinions about school or family life, including 我的学校,我的老师,我的好朋友, 我的一家人, and linking ideas to explain and support a position or view, for example, 我的姐姐喜欢音乐,也很喜欢体育; 我除了踢足球以外,还打板球。我觉得运动很有意思
Informing Elaborations
  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)
    1. documenting specific details of events, customs and lifestyles presented in multimodal sources such as video clips and face-to-face interviews in order to summarise the information, for example, 中国人很喜欢喝茶, 澳大利亚人喜欢喝咖啡
    2. listening to and viewing celebrity interviews, news reports and documentaries to identify key information such as names of people and places, time and date, attitude and opinions, for example, 秦始皇,西安,北京, 星期三,…很可怕,我很喜欢她,她是一个很棒的演员
    3. listening to and viewing factual spoken texts and paying attention to voice, gesture and language choice to identify the strength of opinion or degree of emotion expressed, for example, recognising strong dislike expressed in 我一点儿也不喜欢 compared to 我不喜欢
    4. interviewing teachers or other familiar adults about their experiences (for example, 他小时候每天都骑自行车) and presenting this information to the class, quoting the source of information [有人说;她告诉我;根据这个节目介绍
  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)
    1. comparing travel brochures to identify places of interest, public transport information and activities
    2. recognising the word/phrase boundaries in 我们学校/有/二百八十七个学生 and applying knowledge of Chinese information-sequencing rules, for example, using the knowledge that Chinese speakers organise information from most general to most specific in order to locate details in a Chinese address
    3. identifying the common organising categories in tables or graphs, for example, deducing that 国籍 means ‘nationality’ by determining the meanings of 中国,澳大利亚 etc. in a table column
Creating Elaborations
  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)
    1. identifying how features of performance, including the use of posture, movement, voice, images and sound, are used to convey different emotions and attitudes, for example, 她跑得很快; 音乐听起来很轻快; 森林里很暗; 我很害怕
    2. writing a short dialogue about an emotion and performing it in groups
    3. expressing and justifying their music preferences, for example 我喜欢这首歌,因为歌词很美
    4. producing short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
    5. noticing how emotion is expressed in song, film or poems and discussing its impact on listeners and viewers
    6. reflecting on the language, beliefs and values of characters in traditional and modern literature and Chinese popular culture, and comparing different students’ responses to the same story, event, character or place, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the film
  2. Create written imaginative texts to describe experiences involving imagined people and places (VCZHC054)
    1. collaboratively creating stories with imagined characters and settings, capturing the characters’ experiences in different cultures, for example, 《James在上海
    2. writing a creative account of an imagined experience with Chinese visitors in the local community, such as hosting a Chinese student or taking a tour group to a local sporting event
    3. writing a recount of an adventure, for example, 《xxx历险记》
    4. using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
    5. exploring how alternative words can be used to convey varying attitudes and degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗?他很幸福!
Translating Elaborations
  1. Translate texts for different audiences varying the language to explain key points for these different audiences (VCZHC055)
    1. identifying the challenges of translating some concepts (for example, ‘descendant of dragon’, 龙的传人), and developing strategies to overcome these challenges, for example: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
    2. translating short phrases or texts, noting culture-specific words and phrases and discussing alternatives, equivalence or non-equivalence
    3. discussing reasons for producing different versions of texts for different audiences
    4. describing the impact of subtle differences in language use and the way meanings are implied rather than explicitly stated, for example, the use of to indirectly reject or refuse others in 我能来看看你吗? --- 不太好吧?
    5. avoiding literal (word-for-word) translations when trying to convey the intended meaning, for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪有啊?
    6. reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites (for example, 出口 — ‘exit’, 入口 — ‘entrance’), determining the effectiveness of the English translations and analysing possible reasons for such interpretations
    7. comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
    8. exploring a range of dictionaries, including online translation tools, and considering how these tools help or hinder in Chinese learning
  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)
    1. translating special terms from their favourite subjects into Chinese, for example, 加、减、乘、除
    2. producing bilingual instructions for classmates, explaining how to perform a particular activity relating to their favourite game or subject
    3. preparing a voiceover text in Chinese for a video presentation about the Chinese language program or the school environment and adjusting anything that is unclear before voice recording
Reflecting Elaborations
  1. Reflect on the cultural significance of how different groups and members of groups name themselves and are represented by others (VCZHC057)
    1. comparing Chinese and western cultural symbols, for example, the symbol of the dragon, across western and Chinese cultures
    2. sharing information about their own membership of diverse groups and exploring how this is expressed in Chinese, for example, 每年春节小明的妈妈都会包饺子。安娜的妈妈每年圣诞节都烤火鸡
    3. exploring the role of language in the formation and expression of identity, for example: Why does my classmate go to Chinese school on Saturday? Why do I speak Chinese to my teacher but feel strange speaking it to my classmates?
    4. analysing expressions of identity encountered in Chinese texts and interactions, and comparing these with their own assumptions about Chinese people and with their own expressions of identity, for example, 龙的传人 (descendant of dragon)
    5. identifying the differences of meaning of multiple terms use to convey a similar concept, for example, comparing representations of foreigners in 外国人有一些不同的习俗 to 老外都很奇怪
    6. reflecting on their own cultural values and norms, comparing them to those of Chinese speakers, and asking, for example: Which of my own values are non-negotiable, and which Chinese values do I feel I should validate and support?

Understanding

Systems of language Elaborations
  1. Examine differences in sounds and tones, and patterns of sound flow in speech (VCZHU058)
    1. discriminating between sounds heard in oral discourse, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘ci’
    2. examining the diverse meanings of words that share similar sounds (for example, the many meanings of the sound ‘shi’), and learning how to differentiate between 同音词 and 近音词 in different contexts, for example, 买东西/卖东西
    3. comparing examples of regional variations in pronunciation, for example, the Beijing use of and the southern pronunciation of ‘shi’ and ‘si’
    4. listening to interactions between unfamiliar voices at diverse speeds or levels of clarity to develop auditory and comprehension skills
  2. Interpret texts by inferring meaning from common character components or position of components, and analyse how reliable this method is in translating (VCZHU059)
    1. estimating the probable sound and meaning of characters based on understanding of familiar radicals and phonetic sides when reading unfamiliar texts, for example, 鸡 鸭 鹅 莺; 但 担 旦 胆
    2. analysing characters containing a common component or side, for example, explaining the features of position, phonetic function and range of sounds in the characters 请 清 情 晴 精 睛 猜
    3. describing characters to classmates by naming their components or sides in sequence, for example, (‘standing man’) on the left, (‘words’) on the right =
    4. exploring the use of diverse character-morphemes to express similar ideas (for example, identifying multiple characters for ‘food’ — 饭、菜、食、餐), and organising and classifying words containing these characters to understand their context of use, for example, 早饭、中国菜、食物、餐厅
    5. recognising the two-syllable preference in Chinese nouns, and applying this understanding when reading for meaning in words with suffixes such as 学校、学生、学习
    6. exploring the nature of common idioms (成语) and inferring their meanings based on the meanings of individual morphemes and contexts of use, for example, 年年有余、人山人海
  3. Identify and apply features of Chinese grammar and sentence structure to organise and sequence ideas in oral and written texts (VCZHU060)
    1. comparing ways in which tense is expressed in Chinese, for example, to indicate completion; to indicate the achievement of a desired result; to indicate intention; verb negation (没有) to indicate incomplete past; and 正在 to indicate action in progress
    2. exploring the use of diverse time expressions and ways to sequence events in time, for example, 先…然后; 一…就…; …了,就…;才; 第一;然后
    3. comparing the functions of prepositions, and discussing the importance of context when determining their meaning in texts, for example, 跟;对;给
    4. exploring and applying the use of conjunctions to sequence and connect ideas when constructing texts, for example, 不但…而且…;虽然…但是…
    5. using different ways to negate ideas depending on degree of formality or emphasis, for example, 我不是…;我哪儿有…?;我没有办法…;我不能…;不行; 别 ; 不准
  4. Analyse how authors adjust features of different text types for different purposes and audiences (VCZHU061)
    1. comparing diverse genres with similar topics (for example, 生日会的安排 and 我的生日日记), recognising the differences in purpose, focus of information and language choice
    2. analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing
Language variation and change Elaborations
  1. Investigate the extent and dynamic nature of Chinese language use locally and globally (VCZHU062)
    1. exploring the ways in which Chinese language use is fostered among local communities and the use of Chinese in local media such as community radio, TV, newspapers and magazines
    2. exploring the use of 普通话 as a lingua franca in Chinese-speaking communities, and identifying terms used in different regions to express a similar idea, for example, 普通话 versus 国语;达人 vs 高手
    3. viewing words in 繁体字 in familiar contexts and applying their understanding of the simplification process to determine the possible meanings and the 简体字 equivalent, for example, 个-個;说-說; 边-邊
    4. discussing the use of 繁体字 and 简体字 in Chinese-speaking communities today, including the revival of 繁体字 and the spread of 简体字 in diverse communities
    5. examining how globalisation is impacting on Chinese values and language use, for example, how responses to praise are shifting to reflect a western concept of gratitude (谢谢) rather than the modesty of the past (哪里哪里)
    6. reading texts consisting of 名人名言 (such as 孔子说:有朋自远方来,不亦乐乎), and discussing the cultural meaning of the quote and how it is relevant to contemporary language use
  2. Explain how the Chinese language adapts to social and technological changes (VCZHU063)
    1. enquiring into the use of internet language, including numerical representations of words (for example, 55555 = 呜呜他在哭) as a means of private communication among youth
    2. exploring the use of mobile phones and the internet to replace old ways of communication, for example, texting or emailing New Year greetings instead of going to 拜年 in person
    3. comparing features of correspondence and the circumstances in which some forms of correspondence are preferred, for example, why 贺节短信 is popular as a way to save time and money
    4. exploring the ways in which new words and phrases are incorporated into everyday communication in Chinese, for example, how English expressions of emotion ( happy ) are used in chat forums and text messaging, and how Pinyin abbreviations are used to replace characters (L P = 老婆)
    5. examining how the adaptation of words reflects and encourages cultural change, for example, gender equality is reflected in the use of 妳 to address females and 他们 to include both men and women
The role of language and culture Elaborations
  1. Compare and reflect on how cultural contexts influence the way language is used within and across communities (VCZHU064)
    1. identifying the things they take for granted in communication (for example, a shared understanding of gesture, body language and nuances), and reflecting on how these aspects may be interpreted differently by others
    2. discussing how language use varies between communities, and reflecting on how communication is shaped by a community’s geographical location, languages and cultures, for example, 计算机 / 电脑, 哪儿 / 哪里
    3. reflecting on how particular words of cultural significance may be interpreted differently by others, for example, ‘mate’ in Australian context and 兄弟 in Chinese context
    4. inferring the relationship of participants in a spoken interaction by observing word choices and gestures, for example, 老张 / 张校长/张小明, and asking: What titles and terms of address are used for individuals in Chinese? How do these titles compare to English practices?

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 for opinions or decisions, using phrases that order and link their ideas. They use reported speech to refer to the ideas of others, for example, 他们认为. They speak with attention to pronunciation, tone and phrasing, using intonation and pitch to add emotion or emphasis to their message. They demonstrate intercultural understanding by varying their language use for different audiences and purposes.

Students describe the distinctive spoken and written language systems of Chinese using metalanguage. They know that character components can contribute to both sound and meaning of words and they understand how they can be combined to make different words, for example, 中国, 城, 中国城. They identify features of text types such as letters, emails, descriptions and narratives. Students identify how information is structured in Chinese texts, and understand the importance of cultural and contextual cues to correct interpretation of meaning. They explain how features of Chinese culture impact on communication practices, and reflect on their own interactions with Chinese-speaking people.

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 language in narratives to express their imagination.

Students use Chinese for self-expression, to obtain information and present a point of view to others, identify subtle differences in word use and manipulate language for different purposes and audiences. Pinyin remains an important tool for learning the sound of new words, associating sounds with characters, and creating digital texts in characters.

Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  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)
    1. participating in discussions and expressing personal opinions on issues relevant to contemporary youth (such as 教育,环境,科技,文化), displaying levels of politeness or assertiveness as appropriate to context, for example, 我希望 versus 我要; 你最好 / 你应该 versus 你一定要
    2. inviting others to voice opinions and eliciting alternative positions by asking questions such as 你怎么看?你觉得呢?你同意吗?, and responding to verbal and non-verbal cues (including silence) from participants
    3. acknowledging others’ ideas, views and opinions when expressing agreement or disagreement (for example, 好的、我同意), and challenging others’ opinions using rhetorical questions or concessionary or emphatic phrases, for example, 你说的有道理,可是…;你怎么可以说…?;你说的不对
    4. commenting on transaction experiences and acknowledging the work of others, for example, 谢谢你的帮助,但是如果你…就更好了
    5. planning group events such as an excursion to Chinatown and persuading others to get involved and contribute in different ways, for example, 我们去中国城可以吃到中国的小吃,你不是很喜欢吃早茶的吗?你来决定我们去哪个饭店吧
  2. Sustain and extend written exchanges about places, future plans, and contemporary social issues and activities (VCZHC066)
    1. introducing a topic or issue for discussion with others (for example, the importance of China to Australia’s economy, the growth of Chinese tourism in Australia, or ways to promote a better understanding of China in Australian schools), and leading the discussion in a manner likely to elicit ideas related to possible scenarios or outcomes
    2. referring to information stated, or requesting or providing further details in order to clarify or confirm the ideas or views of others, for example, 你说澳洲人对中国的印象是…
    3. discussing issues, suggesting alternative solutions and making decisions using levels of formality and respect appropriate to audience and purpose, for example, 我觉得这样做更适合;…可以吗?
    4. following online media conventions and experimenting with terms such as 楼主 to refer to participants of the shared digital space
Informing Elaborations
  1. Analyse, compare and present perspectives on topics of interest, identifying the different ways emotions, intentions and ideas are expressed (VCZHC067)
    1. discussing differences in the way events are reported in different media sources, such as local and national Chinese TV news programs
    2. collating and analysing data on life in Chinese communities (such as positive and negative experiences of adjustment to life in Australia, impressions of Australian education system, and perspectives on the Australian national character) by interviewing Chinese speakers and utilising a range of graphic organisers to collate and compare ideas from diverse sources and perspectives
    3. presenting or supporting a personal position or view by reconstructing information from diverse sources, summarising key points, and using quotes or supporting information, acknowledging diverse perspectives and sources of information and the views of others by using reported speech, and using forms of presentation appropriate to the subject matter, for example, using charts or images to support text
    4. gathering information on an issue from different sources and reporting on it to others, using tools such as tables, graphic organisers and charts, and discussing whether the information is similar or different in different sources and why
    5. extracting details and main ideas from texts, making judgments about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, identifying gist and main point/s of a spoken interaction, or analysing different interpretations of meaning in a conversation
    6. comparing different perspectives on the same event or on a topical issue such as intergenerational relationships, the environment, or food choices
    7. making presentations on aspects of cultural practices and lifestyles in Chinese communities, providing a balanced perspective and avoiding stereotyping, for example, 很多中国人…;据报道,百分之三十的人口…
    8. creating and displaying posters to raise peers’ awareness and help promote the messages of charity organisations conducting work in China
    9. sharing own interest in people, places and events in the Chinese world by reading about places and historical figures (such as 秦始皇, 毛泽东) and writing articles for the school newsletter to inform others, recommending further reading and websites (Chinese and English)
  2. Collate and present different perspectives on a range of issues from different sources (VCZHC068)
    1. exploring websites designed for non-Chinese audiences, identifying relevant information on research topics such as 中式饮食,娱乐活动, and comparing sources, differentiating between fact and opinion, and identifying information which is not credible or which is too value-laden
    2. reading and sharing key information from diverse authors, making connections between the author’s opinion and attitudes towards particular topics (such as 中国的独生子女) and their background and experiences
    3. sharing ideas on sources of information and explaining ways to utilise these sources, with examples or data to support their opinions
    4. preparing visual displays of data or information gathered from personal research to share with Chinese-speaking peers on features of lifestyle or experiences of Australian young people, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for an Aussie teenager
Creating Elaborations
  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)
    1. viewing episodes of popular TV programs, such as sitcoms from mainland China, Taiwan and other regions, sharing opinions on characters and plot (for example, 我不懂他们为什么吵架。他真的很烦人,我特别不喜欢他), and relating the situations and contexts in the TV program to similar events in their own life, for example, 如果我是她…; 我觉得他最好…
    2. listening to popular Chinese songs, comparing themes and content to those of songs popular in Australia, and discussing how popular culture reflects social issues, for example, 家庭的关系 (family relationships)
    3. creating own dramatic performances to entertain others, with a focus on accuracy of tone and rhythm appropriate to choices in language and gestures
    4. creating plays with plots that reflect personal opinions on topics of interest (for example, 旅行,未来), using props to support storytelling, and experimenting with language, image and sound to convey complex ideas and enhance audience appreciation
    5. presenting own version of a familiar story or event, for example, collaborating to create a voiceover for a segment from a familiar TV show or commentating a youth sporting event
    6. reading narratives (for example, personal histories and extracts from teenage fiction) and writing a journal to share personal reflections on the ways of life and experiences portrayed and expressed, providing reasons for their opinions, for example, 这个故事非常…比如说…你一定要看这本书!
  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)
    1. creating first person narratives in which they describe experiences and emotions in imagined scenarios and places, for example, 假如我是巨星
    2. producing cartoon scripts to express traditional Chinese values, for example, 孔融让梨
Translating Elaborations
  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)
    1. identifying core values implicit in interactions in Chinese and explaining these to English speakers, for example, describing the language of celebration, including the origins, significance and meanings of commonly used expressions such as 福如东海、年年有余
    2. describing interactions, showing consideration of 面子, and discussing the differences in the significance of 面子 when the interaction occurs interculturally
    3. interpreting key ideas conveyed in Chinese texts, discussing how to maintain the sentiment and intention of authors when retelling or summarising these in English, and understanding why this is important in translation
    4. reading everyday Chinese texts encountered in shop brochures, product packaging and advertising; identifying challenges involved in conveying meaning in English; and explaining word choices and textual features employed to enhance meaning
  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)
    1. producing bilingual displays about Chinese language, culture or contemporary society to share learning and knowledge with the whole school community, for example, a poster display on Chinese characters, on earthquake-prone areas such as Sichuan, on youth cultures in China, or on the Chinese community in Australia
    2. creating own texts in Chinese and exploring how word choices impact on the subtlety or accuracy of intended meaning
    3. considering ways of exemplifying ideas to ensure effective mediation of ideas or information as opposed to word for word translation, for example, 谢谢您!— 不谢!(‘Thank you!’ — ‘You’re welcome!’)
    4. using alternative ways of expressing meanings when communicating complex ideas, for example, 一个孩子 for 独生子女
    5. using print and online dictionaries to expand their own linguistic repertoire and convey subtle meanings when creating own texts, understanding the risks of word-for-word translation
Reflecting Elaborations
  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)
    1. constructing texts and participating in interactions with young Chinese which involve sharing aspects of their own identities as young Australians, for example, 中国的年轻人喜欢什么运动?澳洲人喜欢游泳、打板球和打橄榄球
    2. comparing own experiences and opinions with those of Chinese youth encountered in diverse texts and contexts, for example, exploring how young people feel about school: What is universal? What is culturally specific? What is environmental? Why do we do things a particular way? 大部分澳大利亚的学生功课压力没有那么重;很多中国学生在食堂吃饭
    3. viewing texts related to the experiences of young Chinese speakers (for example, 偶像剧), and discussing aspects of their life, world or values conveyed, asking, for example: What assumptions or generalisations are made? How does this impact on our perception of Chinese youth? Does this reflect the reality of Chinese youth?
    4. exploring diversity within Chinese identity and becoming more aware of this when interacting with Chinese speakers, for example, understanding that calling Chinese speakers 中国人 does not reflect the diversity of Chinese speakers’ identities
    5. engaging in interaction with Chinese speakers and reflecting on how their own language choices are perceived by Chinese speakers, for example: Is my communication culturally appropriate? Should I adjust language and gesture to help convey meaning more appropriately and effectively?

Understanding

Systems of language Elaborations
  1. Explain differences in intonation, rhythm and sounds when listening to speakers of different ages, genders and social positions (VCZHU074)
    1. exploring changes in neutral tone and identifying patterns to aid their own pronunciation and flow of expression, for example, the use of neutral tone for the second syllable when it repeats or does not contribute to the meaning of the first syllable (妈妈、孩子)
    2. experimenting with tone changes and reflecting on the impact on fluency when speaking, for example: Can I speak more quickly? Do my words sound less forced and more natural?
    3. exploring the role of emphasis, stress and rhythm in expressing subtle meanings in interactions
  2. Relate prior knowledge of character form and function to infer information about the sound and meaning of unfamiliar characters (VCZHU075)
    1. identifying familiar components and characters in different fonts and handwriting, including calligraphy and cursive forms of handwriting
    2. describing orthographic features of new characters encountered, including the structure, sequence and relationship of components, and explaining connections evident between form, sound and meaning
    3. recognising that characters may have multiple sounds (i.e. 多音字) and multiple meanings
    4. identifying the meanings of abbreviations, and analysing examples of abbreviations alongside their original forms to identify the ways in which abbreviations are formed in Chinese
    5. examining and explaining the relationships between characters and word meanings when encountering new vocabulary
    6. recognising commonly seen prefixes and suffixes (including 老,子,儿) and identifying the functions of the words
  3. Analyse and examine how effective authors control sentence structure and use language to engage their audience (VCZHU076)
    1. comparing the use of words that rely on interpretation of context to convey the intended meaning (such as 让、给), for example, listening to and reading several extracts from texts which use the same word in a different way
    2. expressing conditions (for example, 如果…就); expressing cause and effect (for example, 为了…); and expressing the condition, quality or result of an action, for example, 坐得下、 说得对、 做完、买到
    3. justifying opinions and building logical arguments by expressing additional information and providing reasons (for example, using 不但…而且…;除了…以外;另外), and introducing contrasting views to others using elements such as cohesive devices, for example, 不是…而是…;不过;虽然…但是…
    4. exploring the ways in which language can be manipulated to make ideas more objective, for example, removal of personal pronouns and opinions
    5. examining the use of noun phrases in Chinese and experimenting with omitting nouns (zero subjects) in their own communication
    6. experimenting with the use of 成语 and famous sayings to substantiate ideas in Chinese
    7. experimenting with as a subject modifier to express ideas that would contain relative clauses in English, for example, 我昨天买的书不太贵
  4. Compare the purposes, text structures and language features of traditional and contemporary texts (VCZHU077)
    1. exploring the use of repetition to add emphasis and strengthen ideas, for example, 不同的国家有不同的文化
    2. viewing different types of texts on similar topics and recognising differences in discourse of oral and written texts, especially language used, such as 昨天街上人很多。昨天街上人山人海
    3. analysing features of text structure (for example, layout, expression and tone) and rhetorical devices (for example, metaphor and exaggeration) used to convey a persuasive argument or position
Language variation and change Elaborations
  1. Explain the dynamic nature of the Chinese language and how changes over time are influenced by local and global contexts and cultures (VCZHU078)
    1. recognising traditional characters encountered in the local Chinese community and making note of the simplified character version
    2. exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms, for example, whole simplifications (为-為), part substitutions (汉-漢) and half simplifications (说-說)
    3. exploring the role of code-switching by Chinese speakers, including the use of acronyms and English words, and how Chinese authorities are trying to limit the use of these terms in the media
  2. Explain how language defines people’s roles as outsiders or insiders in groups and cultures (VCZHU079)
    1. experimenting with internet language to communicate with peers in a class blog and recognising the value of technology in exploring and constructing own texts
    2. considering how they can be more inclusive in their own language use, for example: What questions can I ask to understand others better? What words are best to be avoided? How can I express my opinion without causing offence?
    3. examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情,小草常青 versus ‘Keep off the grass’
    4. exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族
The role of language and culture Elaborations
  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)
    1. exploring how known languages influence their own communicative preferences, such as reflecting the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
    2. making connections between their first language and how it influences communication in additional languages, for example: Why do Chinese speak English in certain ways? What features of my first language influence how I speak Chinese? How does this affect mediation of ideas between languages?
    3. interacting with people of different ages and positions, varying language and level of formality according to relative status, for example, using appropriate ways to accept or decline requests, compliments or suggestions (你能不能帮我一点忙?---- 对不起,我没有空; 您找谁?- 你爸爸在家吗?)
    4. examining how concepts such as humour and humility are conveyed in Chinese, and discussing how these may be perceived by non-native Chinese speakers
    5. reflecting on taboos in language use and how these can impact on communication across cultures, for example: Is it okay to ask someone’s age in China? Why do numbers and colours matter? What are we superstitious about in Australia? What hand gestures are acceptable with Chinese speakers? What can I joke about?
    6. defining familiarity and distance as they relate to language use

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 range of short informative and imaginative texts for a variety of audiences and purposes, for example, 什么是最健康的食物? 如果我…的话 . They use a range of sentence structures and grammatical features to develop cohesion and coherence in these texts, including prepositional phrases to describe participants (for example, 我和 / 跟妈妈去买东西), and adverbs to express time, tense and frequency of events, for example, 总是,还没有. They use conjunctions (for example,虽然如此…,尽管这样…但是…) and apply a range of stylistic devices such as rhetorical questions, quotes and 成语. They translate texts and produce bilingual texts, recognising that not all concepts can be readily translated Chinese and English. They engage with a range of imaginative texts, for example, 娱乐节目-小品,合唱,音乐录影,流行歌曲比赛,电视片,电影.

Students recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures. They recognise that language is dynamic and is influenced by time, place, setting, participants and contexts. When interacting with a range of texts they identify how audience and purpose shape their own and others’ language choices and interpretation of these texts. They explain how features of Chinese culture and language shape their own and others’ communication practices. Students reflect on how their own cultural experience impacts on interactions with Chinese speakers.

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 the Chinese language system, which students draw upon to communicate their own ideas and engage with others.

The systems of spoken and written language in Chinese are distinct. They are also quite distinct...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Exchange feelings, ideas and opinions, establish and maintain friendships and participate in group action (VCZHC081)
    1. exchanging greetings with peers and familiar adults, choosing appropriate greetings to suit age or position (for example, 您好,老师 好) or time of day (for example, 你早,晚安), and using appropriate tone and intonation
    2. sharing personal ideas and opinions on experiences such as home life and routine, school and education, diet and food, travel and leisure, climate and weather, expressing opinions and preferences and stating reasons to elaborate the message, for example, 我不太喜欢…、我觉得…因为
    3. engaging in class discussion by responding to questions such as 你喜欢运动吗?, expressing agreement and disagreement with others’ opinions (for example, 对,我也很喜欢运动), and making sure that other participants are included in the interaction, for example, 我去过法国,你呢?
    4. using set phrases to greet, thank, apologise and ask permission from peers and teacher, for example, 我可以上厕所吗?;谢谢;对不起
    5. comparing own experiences to the lives of young Chinese people, for example, 我觉得 7:30上学太早。 我不坐地铁上学,我坐公共汽车上学
  2. Correspond and collaborate with peers, relating aspects of their daily experiences and arranging sporting and leisure activities (VCZHC082)
    1. participating in posting on a shared blog and exchanging personal information (for example, name, age, nationality, school and year level) with students from sister schools, for example, 你好,我叫Ann, 我是澳大利亚的学生
    2. responding to correspondence (such as emails, letters or postcards) by answering questions, clarifying meaning (for example, 你说你想来澳大利亚, 是吗?), seeking further information (for example, 你想一月份来吗?) and addressing requests, for example, 澳大利亚一月是夏天,很热
    3. using supporting images in own writing, for example, using emoticons such as >_<||| to enhance meaning in digital communication
    4. using digital media to produce a bilingual publicity flier for an upcoming cultural or sporting event (for example, 汉语角), to promote Chinese learning among school community members
Informing Elaborations
  1. Locate and share with known audiences factual information about people, places and events from a range of oral texts (VCZHC083)
    1. listening to or viewing public information texts such as weather forecasts and announcements, and identifying specific information and key words, for example, 点, 度,米, 公里,元/块
    2. viewing audiovisual texts such as a cooking program and answering questions from classmates about the key steps and main ingredients, for example, ‘蚂蚁上树’没有蚂蚁。树是粉丝,蚂蚁是猪肉
    3. obtaining the gist or specific information in spoken texts by focusing on familiar, predictable items in a flow of words, as well as features of voice, gesture and word choice, for example recognising the emotion and degree of enthusiasm or dislike expressed (for example, 我一点儿也不喜欢… compared to 我不喜欢…)
    4. representing gathered information by restating key phrases and explaining reasons for actions and feelings, for example, 她很高兴, 因为…
    5. preparing short presentations of data collected from various sources, including texts in English on familiar people, places and events (for example, 澳大利亚的总理, 澳洲旅游景点,我是澳大利亚人), and creating supporting visual images such as a timeline
  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)
    1. locating and identifying key information in written texts such as timetables, calendars, brochures and advertisements, recognising familiar features of texts and organisation of content, and the word/phrase boundaries in sentences such as 我们学校/有/二百八十七/个/学生/
    2. identifying the categories used to organise graphs and tables by considering common themes across examples listed, for example, deducing that the heading 国籍 means ‘nationality’ by determining the meanings of 中国,澳大利亚 in a table column
    3. reading familiar text types such as shopping brochures, understanding particular phrases such as 八折, and working out the final price, with the support of online dictionaries and word lists
    4. recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning
    5. presenting information in alternative formats to suit different purposes and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理
Creating Elaborations
  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)
    1. watching segments of texts in Chinese, such as popular music videos from various sources of media, and expressing personal opinions, for example, 我觉得…很有意思
    2. performing Chinese songs and experimenting with rhythm, voice, emotion and gesture to convey the intended sentiment and meaning of songs and rhymes and enhance performance
    3. comparing stories and characters in both Chinese and Australian popular media, and exploring themes and topics that interest young people from different cultural backgrounds, such as 澳大利亚的年轻人也很喜欢看动作片。成龙很有名
    4. creating short plays or skits and taking on roles in imagined scenarios such as visiting or hosting a Chinese friend, a shopping experience or a fashion show
    5. assuming the role of a young Chinese person in the performance of a play about, for example, celebrating Chinese New Year
    6. creating and performing a rap about learning Chinese, experimenting with voice, gesture and action to convey different emotions and attitudes, including use of word stress to alter the way meaning is expressed and interpreted, for example, exploring the implications of expressing 不要 with varying degrees of volume and emphasis
  2. Respond to simple narratives and create short texts about imagined characters and events (VCZHC086)
    1. creating digital stories by producing labels for pictures, photos and cartoons in combination with sound, voice and music to convey a sequence of events in imagined contexts
    2. reading jokes or cartoons in Chinese and discussing how humour is conveyed through words and the presentation of ideas, comparing this to humour in English and discussing whether ‘entertainment’ means the same thing in different languages and cultures
    3. reading short texts such as comics and cartoons, and matching labels and speech to the characters to convey ideas and emotions, for example, using euphemistic phrases to capture the emotions and reactions of characters (真的吗?真倒霉!哎呀!)
    4. plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
Translating Elaborations
  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)
    1. translating English texts into Chinese, focusing on overall meaning, and identifying how best to interpret key words, for example, the use of after first-, second- and third-person pronouns; numbers with measure words; possessives with 的; plurals
    2. identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to include the culturally attached value when expressing the meaning of these symbols in English
    3. learning how to look up unfamiliar characters and words in bilingual dictionaries, and experimenting with different online dictionaries and translation tools to investigate how specific meanings are rendered into English
    4. translating public texts in Chinese (for example, signs in shops and restaurants) into English and explaining their possible meaning and purpose, for example, translating the sign 休息中 on an unlit shop window to mean ‘closed’ instead of its literal translation, ‘resting’
    5. using etiquette phrases within appropriate contexts and discussing whether the translation of 对不起 is the same across contexts, for example comparing its meaning in 对不起,让一让 and 对不起,我错了
  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)
    1. watching interactions in Chinese between peers or in texts (for example, viewing a segment of a movie), and interpreting the meaning of the dialogue as well as comparing culturally determined manners or behaviour
    2. interpreting key ideas from Chinese to English with explanation of the context and the use of fixed phrases, for example, discussing what Chinese parents would say to their child when dropping them off at school as the Chinese version of ‘Have a good day’ (听老师的话,不要调皮); what is the English version of 加油; and why people say 加油 at a Chinese sports event
    3. explaining key cultural concepts and practices to English speakers through translation, for example: Do we translate 春节 as ‘Spring Festival’ or ‘Chinese New Year’? Why is 端午节 called ‘dragon boat festival’ in English? Does this translation capture the essence of this celebration? What is lost in translation? What are similar examples in English?
    4. considering how aspects of life in Australia that are culturally determined or reflect culture-specific behaviours may be rendered in Chinese, such as Anzac Day, Australia Day, the Ashes cricket
Reflecting Elaborations
  1. Reflect on personal experiences and observations of using and learning Chinese language in familiar contexts, and use these reflections to improve communication (VCZHC089)
    1. discussing appropriate language choices across cultures, for example, when meeting people for the first time or interacting with older people (such as a parent’s friend); how presentation of the residential address in Chinese and English reflects certain values in the different cultures
    2. reflecting on their own English language use in response to their observations of Chinese speakers, for example, the words they use (slang, complex terminology), how they speak (tone, accent), and how they vary their language in different contexts and with different people
    3. engaging with Chinese speakers through organised school activities (such as Skyping students at a Chinese school or welcoming visitors to own school), recording moments when difficulty is experienced in communication and reflecting on the cause of this difficulty
    4. reflecting on aspects of their own identity, including what their membership of diverse groups says about who they are and what they consider important, for example, 我是澳大利亚人和日本人;我是老大;我参加学校的足球队
    5. noticing how relationships with others — for example, friendship groups (我的朋友是 Lisa George, 我们都很聪明), ethnic group (我是德裔澳大利亚人) — influence language choices and preferences for learning content
    6. selecting information to share with a particular audience (for example, students from a sister school in China), asking: Why do I think this information is important to represent who I am? Why do I think my audience would find this information interesting and relevant?
    7. comparing expressions of identity encountered in Chinese texts and interactions with their own sense of identity, for example, 他是美籍华人
    8. observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing seating arrangements, the background environment and how dishes are ordered and presented) and how this compares to their own experience
    9. discussing how language and gesture are used to communicate in English and how these features would be understood when interacting with Chinese people; identifying how their communication styles may need to be altered when conveying ideas in Chinese

Understanding

Systems of language Elaborations
  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)
    1. exploring key features of Chinese phonology, examining the range of sounds and recognising how spoken syllables and tones are represented in Pinyin, by spelling words in Pinyin, or reading aloud words and sentences in Pinyin with attention to pronunciation, tone and phrasing
    2. differentiating between sounds and tones when listening to or producing spoken Chinese, for example, distinguishing between 我买 / 我卖东西, or between (zhuang) and (zhuan)
    3. recognising and discriminating between homonyms in Chinese (for example, shì — and ), relying on context to assist understanding, and differentiating syllables with different tones, for example, shì () and shí ()
  2. Identify how character structure, position and component sequences relate the form of a character to its particular sound and meaning (VCZHU091)
    1. learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square
    2. comparing writing across languages, recognising differences in stroke sequences and word formation (letter strings versus character squares), word spacing, punctuation and text direction
    3. learning the origins and features of components encountered in characters, and analysing the formation of characters, including recognising the frequency and positioning of common components (for example, 人、女、日、月) and their function or relationship to a compound character, for example, 人 in 他、认、从
    4. decoding characters by analysing their structure and the number of components, and recognising familiar components
    5. applying their knowledge of characters to learn to read and write new characters, and developing strategies for learning, for example, making connections between characters with a common component (你、他、们)
    6. identifying contextual meanings of key morphemes in diverse contexts, for example, 天,日,二/两,你好 versus 好玩
    7. identifying the relationships between the meaning of individual morphemes in words and exploring how these morphemes apply in a wider range of word contexts
    8. explaining the use of common suffixes (子、里、面) and key morphemes (电、家、物、机)
    9. understanding how new concepts are interpreted in Chinese by analysing the nature of technology-related terms expressed in Chinese, for example, 电脑、短信、博客
  3. Identify and use the characteristics of Chinese word order and explain the use of Chinese-specific grammatical features (VCZHU092)
    1. analysing the variety of verb types found in Chinese — for example, adjectival verbs (高、大) and modal verbs (会、可以) — and the placement and use of adverbs, for example, to indicate inclusion; to indicate sequence
    2. identifying the placement of time and place phrases; the use of conjunctions (for example, to add information; 还是/或者 to offer or indicate choices); and the role of measure words, for example, 个、只
    3. exploring the clauses of a sentence in Chinese and noticing how they are linked coherently, for example, 他叫王晓明,(他) 是我的朋友 (zero subject/pronoun)
    4. explaining the concept of ‘tense’ across languages, for example, asking: What tense is used in English to share ideas about a future activity? Can you exemplify how future tense is used in English? How is future tense expressed in Chinese? (我明天去北京,下个星期去上海)
    5. applying processes of discourse development by joining, contrasting and sequencing using 也、和、但是、就, and exploring the use of cohesive devices and ways of extending, sequencing and elaborating ideas, for example, through the use of connectives, conjunctions and subject pronouns
  4. Identify the characteristics of familiar text types, noting particular textual features distinctive to Chinese (VCZHU093)
    1. exploring features and conventions of Chinese texts, including lack of word spacing and punctuation, and variability in text direction, and comparing texts in traditional characters with texts in simplified characters
    2. describing the major features of familiar text types in Chinese (for example, narratives), and experimenting with analysing Chinese texts, for example, recognising the ‘problem’ and the ‘resolution’ in a narrative
    3. comparing textual features and language used in different types of written communication within and across languages, for example: How does the formatting of a letter and an email differ in English? Why are there such differences? How does the formatting of a letter in English compare to Chinese formatting?
    4. discussing how the organisation of information reflects concepts of hierarchy and authority, for example, the placement of the date in personal correspondence; how the address is organised on a letter (小区名,楼号,楼, for example, 龙江小区蓝天园15栋2单元504室)
    5. comparing textual and linguistic features in diverse forms of written Chinese texts, such as letters, emails and text messages, and exploring the use of visual symbols such as emoticons in digital correspondence
    6. experimenting with features of text presentation in Chinese, for example, text direction, word spacing, punctuation, and overall paragraph format when using squared paper
Language variation and change Elaborations
  1. Recognise diversity in Chinese language use within different communities and regions, such as dialects, and local languages and character systems (VCZHU094)
    1. exploring ways Chinese language use is fostered among local communities and the use of Chinese in local media such as community radio, TV, newspapers and magazines
    2. identifying examples of Chinese language used in commercial shop signs, advertisements, food and product packaging, and public notices in local areas, and exploring diversity in Chinese character texts by viewing texts containing diverse styles and fonts, including calligraphy scripts, handwriting and digital fonts
    3. exploring the range and distinctiveness of different dialects in Chinese-speaking communities, including those dialects regularly used in the local community
    4. knowing that China’s minority nationalities have their own languages and exploring the issues in language maintenance in such contexts
  2. Identify traditional phrases and contemporary terms in everyday language use and the role of technology in changing the way people communicate (VCZHU095)
    1. discussing contexts where 繁体字 and 简体字 are used in Chinese-speaking communities today and exploring the use of these scripts as an expression of local identity, for example, in Hong Kong and Taiwan, or in local temples, signs and newspapers
    2. understanding the nature of and reasons for the simplification process by analysing and comparing characters in both systems (简体字 and 繁体字), for example, 门-門;国-國;这-這
    3. appreciating the role of myths, legends and 成语 in contemporary language use, for example, reading texts containing 成语, such as 井底之蛙,画龙点睛 within 成语故事, and discussing their intended meaning, and the cultural importance of classical language employed in contemporary contexts
    4. discussing how languages influence each other, for example, how foreign concepts are represented in Chinese; interpreting the meanings of transliterations such as 可口可乐, translations such as 热狗, and hybrid forms such as 因特网
    5. noticing the use of English phrases and sentences in Chinese interactions (for example, 拜拜, or a few lines of English in a Chinese pop song), and discussing the reason for the ‘code-switching’
The role of language and culture Elaborations
  1. Discuss how language choices reflect cultural practices, including clarifying roles and relationships between participants in interactions (VCZHU096)
    1. discussing cultural values reflected in language use (for example, in relation to celebrations) and how they influence interactions, for example, by asking: In the colloquial phrase 合家团圆, what is 团圆? Why wish people 团圆? Does this have the same meaning in Australian culture? What’s the relationship between the language use and the Chinese values in this phrase?
    2. identifying aspects taken for granted in communication (for example, a shared understanding of gesture, body movement and word meanings), and comparing ways people interact across cultures, asking, for example: How do Chinese people use gesture? Which non-verbal cues are shared with English speakers? Do they mean the same thing in both cultures? How does not understanding these differences impact on how we perceive each other?
    3. exploring the nature of the concept of ‘family’ in Chinese culture and how this influences relationships between individuals, for example, addressing adults as 叔叔 or 阿姨
    4. experimenting with multiple ways of expressing similar meanings in Chinese (for example, 你叫什么? 你叫什么名字? 你几岁?你多大?) and discussing the differences in the context of use
    5. discussing how different roles and relationships are reflected in or impacted by word choices, for example, whether/when it is appropriate to ask someone’s age, when to say 你几岁? or 你多大了?or when to use 你属什么?
    6. considering the different ways of addressing people in authority (李老师;王校长) and how this reflects the importance of respect and hierarchy in Chinese culture

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 opinions using 喜欢 and 觉得, and give reasons using 因为. In writing, students organise their ideas using time expressions and phrases which mark sequence, for example, 第一,第二… They apply and 没有 in familiar phrases. They respond to and create simple informative and imaginative texts for known audiences and purposes. They use a range of verbs, including verbs of identification and existence such as , an...

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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 to exchange information and ideas and to share their experiences with other Chinese speakers.

The systems of writing and speaking in Chinese are distinct. Students analyse how messages are conveyed across languages and apply their skills in moving between languages and cultures. Classroom discussions focus on exploring and extending learners’ understanding of contexts and audiences to enhance their personal communication skills. Students access information and explore texts written in Chinese, developing strategies to interpret meanings where not all characters are known.

Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact and socialise with known and unknown participants in familiar contexts to plan and arrange events, and exchange feelings, opinions and preferences (VCZHC097)
    1. introducing self, peers, friends and familiar adults in conversation (for example, 这位是王校长; 这是小王; 这是王一飞) and responding to such introductions, for example, 你好,小王,我是…
    2. stating opinions on school and family life, familiar people, experiences and significant personal events (for example, 我最喜欢圣诞节), and indicating preferences with reasons, for example, 我想去看…电影, 因为听说这个电影很好看
    3. discussing topics of interest, such as music, TV programs or sports; and asking questions to seek information and opinions, request repetition, clarify meaning (for example, 你说你的生日是明天,是吗?) and enhance mutual understanding, for example, 我不太喜欢听流行音乐,我更喜欢摇滚乐,因为摇滚乐很有力
    4. expressing apology, appreciation or gratitude in diverse ways, and comparing practices across contexts, for example, considering which term to use in various situations and depending on the relationship between participants (谢谢;辛苦你了; 麻烦你了; 真对不起; 非常感谢)
    5. initiating activities among peers, such as 汉语角 to promote Chinese learning in school, and arranging a time and location for this activity, for example, 我们可以星期二练习说汉语。我们可以在教室,或者在电脑室
  2. Correspond with peers and teacher, exchanging ideas, negotiating decisions and inviting others to participate in collective action (VCZHC098)
    1. corresponding with others via social networking sites, exchanging personal information and requesting information, for example, 你是哪国人?你喜欢学习汉语吗?
    2. sharing information about life in diverse environments, expressing ideas with elaborated details to enhance meaning and engage readers, for example, 今天太冷了,只有零下五度,还下雪,只能在家呆着
    3. sharing opinions about school or family life, including 我的学校,我的老师,我的好朋友, 我的一家人, and linking ideas to explain and support a particular position or view, for example, 我的姐姐不但喜欢音乐,而且也很喜欢体育, 我除了踢足球以外,还打板球。我觉得运动很有意思
    4. reading promotional material on topics such as healthy eating, and creating similar texts in Chinese to convey the meaning to Chinese readers, for example, 每天吃五份蔬菜,两份水果
    5. identifying unacceptable behaviours at school and devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草,请安静, 可回收物/不可回收物,关闭手机
Informing Elaborations
  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)
    1. documenting specific details of events, customs and lifestyles obtained from diverse sources (for example, video clips and face-to-face interviews), and summarising the information in order to form a balanced view to share with others
    2. listening to and viewing texts (for example, celebrity interviews, news reports and documentaries on tourist hot spots) and obtaining gist by focusing on familiar, anticipated items in a flow of words, such as names of people and places, time and date, attitude and opinions
    3. using dictionaries and other support materials to identify key words, for example, identifying the likely meaning of 七夕 when they hear 农历七月七日是七夕
    4. interviewing teachers or other familiar adults about their experiences (for example, 他小时候每天都骑自行车) and presenting this information to the class, quoting the source of information, for example, 有人说;她告诉我
    5. producing multimodal presentations to deliver information about aspects of leisure activities, education or community life (for example, 澳大利亚的运动), and expressing opinions and perspectives, using data and examples to support ideas, for example, 我觉得这个电影很没意思,因为…而且… 所以…
    6. presenting information to others with awareness of audience and context, for example, making appropriate language choices when presenting to adults as compared with presenting to peers
  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)
    1. reading tourist brochures and websites detailing lifestyles in diverse locations in the Sinophone world, identifying features of local lifestyles that reflect modernity or tradition, and evaluating the information for relevance, appropriateness and significance
    2. developing an information kit, supported by visuals, about their local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment, and cultural activities
    3. composing short texts to report on topics of interest (for example, 中国的茶-澳洲咖啡 ), providing a range of alternative views on the subject, for example, 有人说…也有人说…他们都不知道...所以…
Creating Elaborations
  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)
    1. sharing opinions on language used in contemporary media for young people, including music videos and TV series, for example, 我很喜欢学这首歌,它的歌词很美
    2. explaining meaning of scripts and lyrics, and recognising how feelings/emotions are expressed in ‘subtle’ ways through the use of stylistic devices or symbolism, for example, 月亮代表我的心
    3. comparing how the theme of love is represented across different imaginative texts in both Chinese and English, and discussing personal responses, for example, 我觉得这个故事很像…。我不喜欢…因为他…,如果他像…一样,那么…
    4. identifying how media convey a sense of ‘right’ and purpose in the lives of young people and expressing own opinion (for example, 我觉得他是好人,因为他帮助老人) and reactions to the situations and contexts represented, for example, 如果我是她; 我觉得他最好…
    5. portraying a scene from a familiar narrative (for example, creating a skit or short play recounting an event from a well-known novel) and considering how the main characters represent their experiences and express their emotions through their interactions
    6. creating a Chinese voiceover for a scene from an English language sitcom, experimenting with ways in which language, image, behaviour and humour are used to enhance meaning and entertainment
    7. collaborating to create short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
    8. collaborating to develop an imaginative promotional video to post on a website to sell an innovative product or service, such as a Chinese-speaking toy panda or a peer tutoring service
  2. Respond to and create or adapt simple narratives that describe experiences and characters from folk tales or popular fiction (VCZHC102)
    1. composing a creative account of an imagined experience with Chinese visitors to the local community, for example, hosting a Chinese student or taking a tour group to a local sporting event
    2. creating narratives that hold the attention of readers (for example, beginning a story with 你知道吗?), experimenting with 正叙,倒叙,插叙 to sequence events and using descriptive language to set the scene
    3. collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海
    4. exploring how alternative words can be used to convey varying degrees of emotion and attitude towards people, places and events, for example, 我真高兴。你快乐吗?他很幸福!
    5. taking on a role in a story and retelling the story from one character’s perspective, describing their feelings and emotions, for example, 我真高兴! 太棒了! 哎哟,吓死我了!
Translating Elaborations
  1. Translate simple modified Chinese texts and familiar interactions in different contexts, identifying alternative ways to interpret meaning (VCZHC103)
    1. translating intended meaning of an interaction by avoiding literal (word-for-word) translations (for example, mediating a response to a compliment such as 你的衣服真漂亮。 ---- 哪里哪里!) and recognising that meaning may be implied rather than stated explicitly, for example, the use of to indirectly reject or refuse others in 我能来看看你吗? --- 不太好吧?
    2. comparing word choices for public signs across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
    3. considering the uses of different measure words in Chinese (for example, 小勺 and 茶匙;斤 and ) when comparing several Chinese translations of the same recipe
  2. Mediate descriptions of Chinese and Australian life, identifying what experiences and ideas are not readily translated between cultures (VCZHC104)
    1. analysing Chinese texts alongside their English translations to identify the challenges of translating culture, and developing strategies to overcome these challenges, by asking: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
    2. reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites, and determining the effectiveness of the English translations and possible reasons for such interpretations
    3. exploring ways to interpret and explain key concepts and cultural practices identified in Chinese interactions, such as 面子, and experimenting with how to give 面子 in interactions with others
    4. translating information about life in Australia to Chinese readers overseas, considering the audience’s cultural experiences in order to determine what concepts they would find difficult to understand, exploring ways to elaborate on ideas to ensure clarity of meaning, and focusing on nuances of word formation and context, for example, 澳洲肥牛 (‘bushwalking’)
    5. preparing a voiceover text for a video presentation on the Chinese language program or the school environment, discussing possible interpretations of the text from the viewers’ perspective and adjusting anything that is unclear before voice recording
    6. considering the different terms used in the Chinese-speaking world to represent ‘Chinese person’ (中国人,华人,华侨,华裔)
Reflecting Elaborations
  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)
    1. sharing information about their membership of diverse groups and exploring how this is expressed in Chinese, for example, 我和他是同学,我们都在这个学校学习。我的姐姐是澳大利亚国家队的运动员
    2. interacting with Chinese-speaking peers to share aspects of their own identities as young Australians, for example, considering: What aspects of my life and identity would Chinese youth find interesting? How do I want to be perceived or understood?
    3. identifying how different opinions and perspectives are expressed and how this may be perceived by others, for example, comparing representations of foreigners in 外国人有一些不同的习俗 with 老外都很奇怪
    4. interacting with teachers and peers and reflecting on how to respond, for example, what to do when they don’t comprehend words used or meanings expressed by other participants
    5. identifying and responding to intended and unintended meanings conveyed in interactions, for example, noticing contradictions between what is being said and the posture, movement, gesture and expression of participants, and asking: How do I interpret participants’ real meaning? Are they just being polite or are their words genuine?
    6. reflecting on their own language choices in interactions with Chinese speakers and how these may have been perceived, for example: Was my communication culturally appropriate? Did I adjust my language and body language to help convey my meaning more appropriately and effectively? How can I seem interested when I am not?
    7. reflecting on how one’s own cultural values and norms may relate to those of Chinese speakers, for example: What are the values held by Chinese speakers? Which of my own values are non-negotiable? What Chinese values do I feel I should validate and support?
    8. examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情,小草常青 versus ‘Keep off the grass’
    9. considering the role of voice, pitch and pace to encourage involvement of others in interactions and experimenting with modality to empower themselves and others, for example, 你可以 versus 你一定要;我可能 versus 我会
    10. exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族

Understanding

Systems of language Elaborations
  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)
    1. listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and discriminating between sounds heard in oral discourse, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘qi’
    2. examining the diverse meanings of words that share similar sounds, for example, the many meanings of the sound ‘shi’ and how to differentiate between 同音词 and 近音词 in different contexts (同意 and 统一)
    3. comparing examples of regional variation in pronunciation (for example, the Beijing use of and the southern pronunciation of ‘shi’ and ‘si’), and noticing and describing differences in accent and tone when listening to Chinese speakers from diverse regions
  2. Relate prior knowledge of character form and function to infer information about sound and meaning of unfamiliar characters (VCZHU107)
    1. analysing sequences of characters containing a common component or side to determine the features of form, function and predictability within the group, for example, explaining the features of position, phonetic function and range of sounds in the characters 请 清 情 晴 精 睛 猜
    2. using understanding of familiar radicals and phonetic sides to estimate the sound and meaning of characters when reading aloud
    3. describing characters to others by naming their components or sides in sequence, for example, ‘standing man’ () on the left, ‘words’ () on the right =
    4. discussing the use of 繁体字 and 简体字 in Chinese-speaking communities today, including the revival of 繁体字 and the spread of 简体字 in diverse communities
    5. recognising traditional characters encountered in their local Chinese communities and noting their simplified character version
    6. exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms, for example, whole simplifications (为-為), part substitutions (汉-漢) and half simplifications (说-說)
    7. exploring the use of diverse character-morphemes to express similar ideas, for example, identifying multiple characters for ‘food’ (饭、菜、食、餐) and organising and classifying words containing these characters to understand their context of use
    8. recognising the two-syllable preference in Chinese nouns and applying this understanding when reading texts
  3. Analyse functions of grammatical rules and use language appropriate to different forms of oral and written communication (VCZHU108)
    1. comparing ways in which tense is expressed, for example, to indicate completion; to indicate the achievement of a desired result; to indicate intention; the use of verb negation 没有 to indicate negative past; 正在 to indicate action in progress
    2. exploring the uses of diverse time expressions and ways to sequence events in time, for example, 先…然后…; 一…就…;了…就…;才; 第一;然后
    3. comparing the functions of prepositions and discussing the importance of context when determining their meanings in texts, for example, 跟;对;给
    4. developing ideas using nuanced structures, for example, using different ways to negate depending on degree of formality or emphasis (我不是…;我哪儿有…?;我没有办法…;我不能…;不行; 别 ; 不准)
    5. exploring and applying ways of sequencing and connecting ideas through the use of conjunctions, for example, 不但…而且…;虽然…但是…
  4. Compare the purposes, text structures and language features of traditional and contemporary Chinese texts (VCZHU109)
    1. analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing
    2. applying understanding of genre to determine the purpose and intended message of a text, for example, the use of markers 第一步 and 第二步 in a recipe for fried rice
    3. recognising the purposes of texts and analysing features of format and language used, for example, in a diary, letter or advertisement
    4. comparing features of narrative, recount, report and procedural texts to identify ways in which information is structured and sequenced for particular purposes
Language variation and change Elaborations
  1. Explore the development of Chinese as an international language and as a lingua franca in Chinese communities (VCZHU110)
    1. exploring the use of 普通话 as a lingua franca in Chinese-speaking communities and identifying terms used in different regions to express a similar idea, for example, 普通话 versus 国语; 达人 versus 高手
    2. investigating the dialects spoken in local Chinese communities and understanding why character subtitles are typically added to Chinese films and television shows
    3. exploring the role of code-switching in the language use of bilingual speakers (for example, acronyms and words which have not been translated from their original English) and how Chinese authorities are trying to change this and limit the use of these terms in everyday media
  2. Explore the role of tradition in contemporary language use and how languages change over time (VCZHU111)
    1. exploring the use of classical language such as 成语 and how this refines the style of writing when comparing 口语 and 书面语, for example, 她很漂亮 and 她貌美如花
    2. reading texts consisting of 名人名言 (for example, 孔子说…), and discussing the cultural meaning of the quote and how it is relevant to contemporary language use, including why it is still quoted widely in modern writing, for example, 三人行必有吾师
    3. exploring the nature of common idioms (成语), identifying their meanings and recognising how they can be used to add a sense of style to everyday communication, for example, 年年有余、人山人海
    4. examining how globalisation is impacting on Chinese values and language use, for example, how responses to praise are shifting to reflect a western concept of gratitude (谢谢) rather than the modesty of the past (哪里哪里)
    5. exploring the ways in which English words and phrases are incorporated into everyday communication in Chinese in digital media, for example, English expressions of emotion used in chat forums and text messaging ( happy ), and Pinyin abbreviations replacing characters ( L P = 老婆)
    6. investigating the use of internet language, including numerical representations of words (55555 = 呜呜他在哭) as a means of private communication among youth
    7. examining how the adaptation of words reflects and encourages change, for example, gender equality is reflected in the use of to acknowledge females and to include both men and women
The role of language and culture Elaborations
  1. Reflect on how language and culture both shape and reflect each other (VCZHU112)
    1. reflecting on the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
    2. exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language
    3. analysing the impact on language use of context and relationships between participants, for example, discussing how concepts such as face (面子) and connections (关系) are reflected in interactions between Chinese speakers
    4. identifying choices made in interactions in Chinese with people from different generations, for example, changes in greetings (吃饭了没有、拜拜、嗨) and forms of address (同志 、 小姐 、 师傅) over time

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 with reasons and specific examples (比如), using tone and rhythm emphatically. Students respond to and create a range of informative and imaginative texts for different purposes and audiences, including Chinese audiences, and describe adjustments they have made in their language use for these different audiences. They use prepositions of time and place, and prepositions to show relationships...

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