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• VCZHU012

  Understand that Chinese sentences have a particular word order

  Elaborations

  • 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
  • stating the subject of a sentence, for example, 我爱妈妈 is about ‘I’, and 妈妈爱我 is about ‘Mum’
  • 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？
  • recognising that sometimes the verb ‘to be’ is left out in Chinese sentences, for example, 我五岁 rather than 我是五岁

  VCZHU012 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU127

  Recognise Chinese as a major community language in Australia and around the world, and understand that language use varies according to cultural background

  Elaborations

  • understanding that Chinese is used beyond their immediate and extended family
  • identifying countries and regions in the world where Chinese is used as a major language
  • recognising diversity within Chinese language, including significant regional languages spoken by family or others, such as Cantonese or Shanghainese

  VCZHU127 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCZHC001

  Participate in class routines, structured conversations and activities using teacher-modelled tones and rhythms

  Elaborations

  • reproducing the sounds used in greetings, for example, 早, 你好，王老师,、 再见
  • listening to and engaging with the rhythms and sound patterns in conversations with teachers and peers, mimicking and practising the tones
  • responding to teacher talk and instructions, for example, 站起来 and 请坐
  • participating in games through action, for example, Simon Says (老师说)
  • using pictures and prompt cards to participate in conversations
  • introducing classmates (for example, 我叫Anna。我五岁) and expressing gratitude, for example, 谢谢
  • learning to use gesture in communication to help convey meaning, for example, using Chinese finger gestures to show numbers
  • sharing personal information about oneself and family with peers, for example, 我有弟弟。我爱我的妈妈

  VCZHC001 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCZHU124

  Recognise parts of speech and understand basic rules of word order in simple sentences

  Elaborations

  • learning about meta-terms for word types, for example, exploring what is considered a verb in English and in Chinese (for example, adjectival verbs in Chinese)
  • categorising words into word types common across languages, for example, 家人 as noun, 四 as number
  • understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)

  VCZHU124 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHC114

  Collaborate with others in group activities and contribute to learning activities

  Elaborations

  • making suggestions when working together and allocating jobs for members of group, for example, 我们一起唱吧；我们唱，你跳舞
  • following the teacher’s instructions and responding to questions with reasons (for example, 我不高兴, 因为我累了), using language appropriate to class context (for example, 老师，我写完了) and making requests in an appropriate manner, for example, 老师，我可以喝水吗？
  • including others and recognising participants in group work, for example, Lisa 是我的好朋友; 我们组有…
  • making cards for special cultural events such as Chinese New Year or personal events such as birthdays, copying short good wishes from modelled text, for example, 生日快乐
  • recognising and copying characters relating to various events described in books, and noticing the formation of characters and spacing
  • collecting examples of common Chinese characters found in familiar settings such as signs and labels, for example, 八 (8), 面 (noodles), 春 (spring)
  • creating drawings to support written communication in cards, posters and visual displays

  VCZHC114 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCZHC118

  Create own representations of imagined people or events using illustrations and actions

  Elaborations

  • expressing opinions about characters or retelling the storyline after viewing or listening to stories, for example, 我觉得…真讨厌！
  • selecting words from lists to produce captions for images related to familiar narratives heard or viewed in Chinese
  • copying from models to convey meanings for a sequence of images, such as creating sequential captions for photos, pictures and paintings
  • using characters and images to convey ideas in imaginative texts, for example, using pictographs such as 马, 田，山 to illustrate an imagined event
  • experimenting with storytelling by rewriting a segment of a modelled narrative text by replacing characters, actions or descriptions of objects

  VCZHC118 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHC003

  Locate information about family and familiar events from spoken and visual sources and convey this information in simple visual and oral texts

  Elaborations

  • 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
  • matching information heard with pictures or other visual clues, such as identifying colours and fruit in game and real-life situations
  • sequencing pictures to describe events, guided by the teacher
  • 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
  • practising tone, actions and gestures that support meaning to share information
  • expressing preferences, for example, 喜欢，不喜欢

  VCZHC003 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHC120

  Create simple bilingual vocabulary lists identifying and comparing vowel and consonant sounds in Chinese and English

  Elaborations

  • sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time
  • comparing ways of communicating and interacting in Chinese and English by identifying similarities and differences in features such as gestures, greetings, titles

  VCZHC120 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCZHC115

  Locate information about people and objects from a range of sources, and sequence events

  Elaborations

  • sharing information with the class on topics of interest (for example, 我的宠物), providing information and answering peers’ questions, for example, 我的猫很小，有棕色和白色的毛
  • identifying details about people and events heard in media texts, including children’s educational TV programs

  VCZHC115 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHU013

  Engage with familiar text types to predict meaning

  Elaborations

  • viewing samples of children’s books, and identifying headings and images, appreciating their role in supporting understanding of texts
  • 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

  VCZHU013 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU014

  Recognise that Chinese is a major community language in Australia

  Elaborations

  • 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’
  • discussing why there are different languages spoken by Australian families and by classmates
  • knowing that Chinese is spoken not only in China but also in other areas of the world, including Australia

  VCZHU014 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCZHC008

  Identify common Chinese characters and words in Pinyin using contextual cues

  Elaborations

  • experimenting with using high-frequency Chinese sounds to transcribe simple common words into Pinyin, such as 我 wŏ
  • developing a class list of contextual cues such as images, text structure and other features that would help with understanding meaning
  • 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！)
  • using flashcards to indicate likes and dislikes, for example, 喜欢 / 不喜欢

  VCZHC008 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCZHU126

  Recognise diversity in expressions and gestures used in everyday social interaction across cultures

  Elaborations

  • observe and participate in interactions with a range of participants, and discuss how different people use language in different ways, for example, a range of ways of greeting and farewelling
  • understanding that gestures can enhance communication but might be interpreted differently by different people
  • learning about etiquette in everyday social contexts, such as how to address adults, for example, 王阿姨好
  • comparing language use among family members (for example, with parents and siblings), and recognising different languages(e.g. Putonghua, a dialect or English) used for different participants, for example, 我跟爸爸妈妈说中文，跟哥哥说英文

  VCZHU126 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCZHU128

  Recognise differences and similarities in communication across cultures, such as greetings, names and gestures

  Elaborations

  • viewing and listening to Chinese and Australian cartoons and identifying similarities and differences
  • examining pictures of different marketplaces and noticing differences between food markets and grocery stores in China and Australia
  • observing what is the same and what is different in their classroom interactions and classroom interactions in China
  • discussing communicative practices across cultures and identifying culture-specific practices (for example 拜年) in Chinese culture, including noting culture-specific phrases used in either Chinese or English
  • recognising various ways in which familiar concepts are expressed in different cultures, such as greetings
  • using non-verbal communication, such as gestures and facial expressions, for example, showing numbers 1–10 with fingers
  • recognising ways in which people express their culture in music, dance, traditional stories, food, games and celebrations
  • recognising visible expressions of identity such as flags, maps, traditional dress, and landmarks
  • exploring cultural symbols and practices through stories, songs, dances, games and crafts

  VCZHU128 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCZHU011

  Recognise Chinese characters as a form of writing and Pinyin as the spelled-out sounds of spoken Chinese

  Elaborations

  • differentiating Chinese characters from other forms of written expression, for example, the Roman alphabet, visual images (drawing)
  • recognising that each character has meaning, and exploring the connection between meaning and form, for example, pictographs such as 人 (‘person’), 日 (‘sun’)
  • examining which initials and finals can be guessed from English, for example, ‘mama’ as opposed to ‘gege’
  • copying or tracing characters with attention to stroke order and direction
  • 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
  • making connections between words sharing a common syllable/morpheme, for example, 小狗、小猫、小朋友
  • building new words by combining familiar meanings such as 红+苹果

  VCZHU011 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU123

  Recognise that characters are the written representation of spoken Chinese and the morphological nature of Chinese words

  Elaborations

  • discussing the range of strokes and the construction of characters, and applying this understanding to differentiate between similar character forms, such as 日(sun) and 目(eye)
  • copying characters with attention to the location, direction and order of strokes
  • learning the sound and meaning of commonly seen basic characters (独体字) and components (部件), such as 木 (tree) and 人 (person), and making connections between basic characters and their bound forms (非成字), such as 水 and 氵
  • identifying components and their various forms in different locations within characters, for example, 人 、 从 、 合; 心 、 情 、 思
  • learning that Chinese words are made up of two or more characters, with each character contributing meaning to the word, for example, 大人 (literally ‘big person’) means ‘adult’
  • recognising key morphemes in word groups, for example, 白天、白雪、小白兔
  • identifying meanings of each syllable such as in xuéshēng, xuéxiào of Chinese words encountered

  VCZHU123 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language