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Chinese: Background Language Learner 7–10 Sequence

Chinese: Background Language Learner 7–10 Sequence Level Description

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

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Chinese: Background Language Learner 7–10 Sequence Content Descriptions

Communicating

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

Understanding

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

Chinese: Background Language Learner 7–10 Sequence Achievement Standard

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

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

Chinese: Background Language Learner F–10 Sequence

Chinese: Background Language Learner F–10 Sequence Level Description

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

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Chinese: Background Language Learner F–10 Sequence Content Descriptions

Communicating

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

Understanding

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

Chinese: Background Language Learner F–10 Sequence Achievement Standard

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

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

Chinese: First Language Learner 7–10 Sequence

Chinese: First Language Learner 7–10 Sequence Level Description

Students use Chinese to write and speak with imagination to engage or persuade peers, justifying their perspectives by drawing on the ideas or experiences of others. They apply linguistic expressions encountered in contemporary and traditional literature to develop their own ability to write in more expressive and creative ways, while increasing accuracy in their use of written Chinese.

Students ar...

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Chinese: First Language Learner 7–10 Sequence Content Descriptions

Communicating

Socialising
  1. Interact with peers and exchange opinions and preferences about new social and cultural experiences, adjusting tone, vocabulary and phrasing to influence others (VCZHC225)
  2. Collaborate with peers to plan and organise multicultural projects and events that would benefit their school and local community (VCZHC226)
Informing
  1. Interpret the stated and implied meanings in authentic informative texts, and use evidence to support or challenge different perspectives (VCZHC227)
  2. Use and analyse a range of sources written in simplified and traditional script to identify relevant information, and use this information to create purposeful public information texts (VCZHC228)
Creating
  1. Compare how contemporary Chinese media and literature represent the notion of ‘being Chinese’ or ‘being other’, and use this knowledge to present a point of view for an identified audience (VCZHC229)
  2. Plan, rehearse and deliver presentations of classical Chinese literature and famous speeches and discuss how cultural values can be transferred (VCZHC230)
  3. Use particular language features such as dialogue and imagery in short stories, literary essays and plays to create own imaginative representations of experience (VCZHC231)
Translating
  1. Identify challenges in and techniques for mediating between Chinese and English (VCZHC232)
  2. Create bilingual information texts for speakers of Chinese and English in Australia, recognising ‘code-switching’ and how specific vocabulary and terminology from other learning areas can be translated in different settings, such as for an expert or beginner audience (VCZHC233)
Reflecting
  1. Reflect on adjustments they and others make in their everyday language use, and connect these adjustments to aspects of experience, culture and roles in Australian society (VCZHC234)

Understanding

Systems of language
  1. Discuss features of Chinese phonology and compare their own pronunciation with that of other speakers of Chinese (VCZHU235)
  2. Identify and explain the differences between traditional and simplified characters, inferring meaning and sound of unfamiliar characters from knowledge of components and positions (VCZHU236)
  3. Apply understanding of word morphology and vocabulary choices to interpret and convey meaning (VCZHU237)
  4. Compare how grammatical features such as tense and passive voice are constructed in English and Chinese, and identify distinctive features of Chinese grammar, for example, in tense marking (了、过), possession, plurality (VCZHU238)
  5. Compare writing styles between Chinese authors to identify and explore the purposes and features of text structure and organisation of ideas (VCZHU239)
Language variation and change
  1. Explore assumptions and challenges for language use in new environments, identifying and comparing ways in which sensitive topics are introduced and discussed across languages, for example, comparing the Chinese custom of asking direct questions about age, income and other personal matters with the contexts in which these questions are asked in English (VCZHU240)
  2. Analyse features of classical literature in their original and contemporary forms, and apply features of 文言文 and 古文 in their own language use, identifying rules of intonation in classical poems and the impact of these rules on modern poetry (VCZHU241)
  3. Identify the features of persuasive language and analyse its use in advertising (VCZHU242)
The role of language and culture
  1. Analyse the use of language across genders and generations, within and across language communities (VCZHU243)

Chinese: First Language Learner 7–10 Sequence Achievement Standard

By the end of Level 8, students sustain oral and written interactions with known audiences, making appropriate adjustments to language use for different audiences, contexts and purposes. They access and analyse a range of authentic spoken, written and multimodal sources to support and present ideas and opinions. Students respond to and create spoken, written and multimodal imaginative texts in a range of genres. They translate informative texts from Chinese into English and vice versa for particular audiences. Students reflect on adjustments they make to language use for different audiences.

Students apply knowledge of grammatical and text structures and vocabulary choices to achieve effective communication. They identify the main ideas conveyed in texts related to other learning areas or presented in age-appropriate imaginative texts or media. They begin to see texts as existing within a cultural context, and begin to make comparisons between the values and practices encountered in classical Chinese texts and those encountered in their local communities. They demonstrate awareness that texts reflect the cultural background and values of the author and are open to diverse interpretations.

Chinese: Second Language Learner 7–10 Sequence

Chinese: Second Language Learner 7–10 Sequence Level 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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Chinese: Second Language Learner 7–10 Sequence Content Descriptions

Communicating

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

Understanding

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

Chinese: Second Language Learner 7–10 Sequence 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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Chinese: Second Language Learner F–10 Sequence

Chinese: Second Language Learner F–10 Sequence Level 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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Chinese: Second Language Learner F–10 Sequence Content Descriptions

Communicating

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

Understanding

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

Chinese: Second Language Learner F–10 Sequence 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.

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