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• VCZHU260

  Research the phenomenon of language change in Chinese-speaking communities and monitor language use in a range of contemporary contexts

  Elaborations

  • comparing the language of previous generations to their own language use and discussing the nature of the differences between them
  • exploring how language change reflects the values of the time, or how language use can be seen as emblematic of an era, for example, the use of respectful terms such as 老革命 and 硬骨头 in China in the 1960s
  • examining new words added to Chinese dictionaries or introduced to social media and considering the reasons behind their development
  • considering the impact of digital communication on language use, for example, that LOL in English now means ‘laugh out loud’ not ‘lots of love’, and that weibo has a 140-character word limit

  VCZHU260 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC179

  Investigate different interpretations of contemporary and historical events and people

  Elaborations

  • viewing reports on news and current affairs programs to develop an overview of events, and discussing responses of individuals and groups to issues and events such as environmental pollution, rapid urbanisation or a threat to public health or safety
  • gathering information from a range of sources on a contemporary or historical Chinese figure to evaluate that person’s impact on Chinese society past or present, for example, Mao Zedong, Deng Xiaoping, Jiang Jieshi or Confucius
  • accessing articles, history books, and newspapers to gain knowledge of the causes and potential outcomes of events and issues in contemporary societies
  • comparing different interpretations of historical and political events to develop an informed perspective
  • identifying the implied values that influence a writer’s representation of a particular issue, for example, reporting on how the issue of 空巢老人 in China is influenced by the Chinese values of ‘family being together’ and ’filial piety’

  VCZHC179 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHU111

  Explore the role of tradition in contemporary language use and how languages change over time

  Elaborations

  • 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
  • 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
  • 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
  • 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)
  • 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 (去 happy 吧), and Pinyin abbreviations replacing characters ( L P = 老婆)
  • 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
  • examining how the adaptation of words reflects and encourages change, for example, gender equality is reflected in the use of 妳 to acknowledge females and 他 to include both men and women

  VCZHU111 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC217

  Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese

  Elaborations

  • identifying diverse ways their Chinese identity is played out in local communities (for example, through membership of community organisations and interest groups) and relating experiences in which their Chinese identity is central to their self-expression
  • exploring the ways their Chinese identity influences the different roles they play in life (for example, as a student at secondary school and in Chinese school, and as a son or daughter, an older or younger sibling, a friend, or a member of a sports team) and reflecting on times when linguistic and cultural aspects of their identity are questioned and challenged
  • reflecting on own cultural values and evaluating how these intersect with mainstream values when interacting in both Chinese and Australian contexts
  • recognising the language choices they make that influence how their identities as individuals and as Chinese-speaking Australians are perceived by others, for example, feeling more Chinese with Chinese people, and less Chinese when on their own or with people from a different cultural background
  • varying their language use when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with some humour

  VCZHC217 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHU223

  Explore the significance of tradition in 名人名言 and 经典 and examine contemporary influences on language use

  Elaborations

  • reading texts in traditional characters on familiar topics and inferring meaning of key characters
  • predicting the meaning of texts in traditional characters encountered in everyday contexts by relating the character’s simplified version, for example, 匾 in a tourist site
  • discussing the influences on their own Chinese language use (for example, from TV, family or Chinese school) and how their language use compares to that of their parents and other Chinese speakers
  • analysing how new words and concepts are developed and incorporated into daily use, for example, in contemporary media such as TV dramas, music and film
  • exploring samples of classical texts such as 《论语》 and recognising the impact of classical Chinese on contemporary written language, for example, the use of 岂， 于
  • listing famous quotes from traditional literature, such as famous lines from poems, and using these in their own writing
  • identifying examples of 成语 in writing by students of Chinese, discussing the effect of this usage and then identifying any errors made, such as in the sentence 我要休息一下，要不然有个三长两短就不好了

  VCZHU223 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC212

  Develop and present a position on an issue based on information drawn from different perspectives and sources and provide advice and guidance

  Elaborations

  • identifying the positions of different speakers and exploring the explicit and implicit values and reasons that may have led to the development of their own perspectives, for example, why a Western speaker of Chinese may look at an issue differently to a native Chinese speaker; the different perspectives of a city resident versus a rural resident
  • developing an information kit about the local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment and cultural activities supported by visuals
  • creating short texts to inform others on topics of interest (such as 中国的茶-澳洲咖啡), and providing an objective perspective by discussing alternative views, for example, 有人说…也有人说…他们都不知道...所以…
  • accessing a range of sources of discussion (such as online debates in public forums and TV talk shows) and identifying factors that potentially cause bias on an issue, such as era, generational differences, cultural factors and individual personalities, for example, 有人认为愚公很傻， 尤其是生活在现代的人
  • presenting a balanced view on a contemporary issue, referring to evidence to support ideas and elaborating on own perspective
  • engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their own lives, for example, 在中国有人说移民澳洲好，因为生活轻松； 也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…
  • presenting information on an issue such as 独生子女政策 by discussing perspectives and comparing experiences and opinions, noting how some people focus on positive effects on society and others focus on personal experiences of being a 独生子女
  • collaborating to produce multimedia displays to share with readers overseas to provide a local insight into issues such as the experience of international students in Australia, and highlighting the features that might be most relevant to overseas readers
  • collating information from personal research and writing reports on issues relevant to youth across cultures, such as pressure to follow fashions and trends, bullying, and inspirational people

  VCZHC212 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHU080

  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

  Elaborations

  • 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
  • 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?
  • 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？)
  • examining how concepts such as humour and humility are conveyed in Chinese, and discussing how these may be perceived by non-native Chinese speakers
  • 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?
  • defining familiarity and distance as they relate to language use

  VCZHU080 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | The role of language and culture

• VCZHC213

  Explore and express opinions on themes and emotions revealed in modified texts from classical and contemporary Chinese literature

  Elaborations

  • responding to literary texts such as 《某某后传》 through own creative text production, employing the literary styles and methods identified in such texts
  • keeping a journal to reflect on emotions and experiences of individuals encountered in texts
  • identifying and comparing the language used to explore major themes such as love, success and beauty in youth media across different languages and cultures
  • participating in class discussion on messages conveyed in traditional and contemporary texts and comparing how concepts of humour, happiness and tragedy are conveyed in music, art and drama across languages and cultures
  • understanding the values inherent in the use of music, imagery and stereotypical representations of people, places and practices in diverse forms of youth entertainment
  • identifying and discussing generational and cultural differences portrayed in contemporary media
  • examining songs that have remained popular for generations or have become anthems for particular groups of people, and discussing why these songs have achieved such success
  • reading a range of imaginative texts from other cultures, keeping a reading journal (读书笔记) to record own responses, and participating in class discussions about texts such as 《小王子》 and 《安徒生童话选》

  VCZHC213 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHC182

  Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song

  Elaborations

  • assuming the persona of a character from a film or story, and reflecting on their experiences; writing letters to characters expressing their support
  • identifying ways in which authors and directors arouse empathy in readers and viewers
  • collaborating with peers to create own dramatic or humorous representations of people and events encountered in traditional and contemporary Chinese literature, drama or song
  • planning with peers to perform plays based on 儿童剧 or 情景剧 for younger year levels
  • creating plays in response to classical literature, such as 《草船借箭》, considering how the character’s personality can be reflected in dialogue
  • creating written and multimodal narratives, poems and reflective journals about people, places and communities in the Chinese-speaking world

  VCZHC182 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHC072

  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

  Elaborations

  • 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
  • creating own texts in Chinese and exploring how word choices impact on the subtlety or accuracy of intended meaning
  • 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!’)
  • using alternative ways of expressing meanings when communicating complex ideas, for example, 一个孩子 for 独生子女
  • 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

  VCZHC072 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC185

  Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English

  Elaborations

  • differentiating language when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with a joke
  • describing appropriate ways to engage with others in different contexts, for example, ‘I socialise with my friends who speak Chinese in … ways, but I socialise with my friends who speak English in … ways’

  VCZHC185 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC181

  Interpret representations of people and events encountered in contemporary and traditional Chinese performance

  Elaborations

  • explaining concepts such as 侠，孝，义 portrayed in 小说 with examples of experiences in imagined scenarios, such as 中国人很重视孝。孝就是对父母好，如果父母生病了，你要照顾他们
  • analysing common features of entertainment across different forms of media, for example, describing what makes an engaging plot; examining the types of characters that appeal to certain audiences
  • identifying and comparing major themes (for example, concepts of love, success and beauty) portrayed in youth media across different languages and cultures
  • comparing how concepts of humour, happiness and tragedy are conveyed in music, art and drama across languages and cultures

  VCZHC181 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHU109

  Compare the purposes, text structures and language features of traditional and contemporary Chinese texts

  Elaborations

  • analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing
  • 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
  • recognising the purposes of texts and analysing features of format and language used, for example, in a diary, letter or advertisement
  • comparing features of narrative, recount, report and procedural texts to identify ways in which information is structured and sequenced for particular purposes

  VCZHU109 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU077

  Compare the purposes, text structures and language features of traditional and contemporary texts

  Elaborations

  • exploring the use of repetition to add emphasis and strengthen ideas, for example, 不同的国家有不同的文化
  • 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
  • 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

  VCZHU077 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHC071

  Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not

  Elaborations

  • 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
  • describing interactions, showing consideration of 面子, and discussing the differences in the significance of 面子 when the interaction occurs interculturally
  • 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
  • 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

  VCZHC071 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC070

  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

  Elaborations

  • creating first person narratives in which they describe experiences and emotions in imagined scenarios and places, for example, 假如我是巨星
  • producing cartoon scripts to express traditional Chinese values, for example, 孔融让梨

  VCZHC070 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHC066

  Sustain and extend written exchanges about places, future plans, and contemporary social issues and activities

  Elaborations

  • 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
  • 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…
  • 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？
  • following online media conventions and experimenting with terms such as 楼主 to refer to participants of the shared digital space

  VCZHC066 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC248

  Recognise and explain differing viewpoints on the world, cultures, individuals and issues as represented in major forms of literature such as 散文，小品，小说, and use this knowledge to create analytical and imaginative responses for identified audiences

  Elaborations

  • identifying various representations of multiculturalism in contemporary media and exploring the origins and nature of stereotypes commonly encountered
  • exploring cross-cultural influences in contemporary media, for example, examining the impact of Korean culture on Chinese entertainment in diverse contexts (Hong Kong, Taiwan, mainland China)
  • responding to films with a Chinese theme produced in other communities, for example, writing a personal response to a foreign film portraying Chinese-speaking communities

  VCZHC248 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHC180

  Develop and present a position on topical events and people by referring to a range of sources, and connect this position to the perspectives of others

  Elaborations

  • substantiating their position with examples from texts, quotes or statistical data and by using 成语 or 谚语, for example, 养不教，父之过, 父母当然要对孩子的教育负责
  • presenting opinions using strategies suited to audience/readers’ expectations, such as 欲扬先抑 (to criticise before praising)
  • evaluating the credibility of sources by analysing accuracy of evidence, references to other sources, and appropriate use of formal language
  • designing a research plan for learning tasks, such as 《人口增长》, and listing sources of information, data needed, questions to be asked and stating reasons for own decision making

  VCZHC180 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHU192

  Explain how languages shape the communicative practices of individuals and groups, and identify ways to enhance understanding across cultures

  Elaborations

  • reflecting on how attitudes or values they consider normal in one language may not feel or be viewed in the same way when discussed in a different language, for example humility is a value often conveyed in Chinese but not in English
  • exploring what assumptions are inherent in one language and examining how they might talk differently about the same things in a different language
  • exploring how concepts such as modesty, individual responsibility and respect for authority influence communication styles, and how they may be interpreted by English speakers as lack of confidence, engagement or initiative

  VCZHU192 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture