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• 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

• VCZHU078

  Explain the dynamic nature of the Chinese language and how changes over time are influenced by local and global contexts and cultures

  Elaborations

  • recognising traditional characters encountered in the local Chinese community and making note of the simplified character version
  • 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)
  • 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

  VCZHU078 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU207

  Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time

  Elaborations

  • exploring the extensive and ongoing role of idiom (for example, 成语 and 谚语) in contemporary texts and everyday speech
  • recognising the influences of other languages and cultures on the Chinese language (for example, and the use of code-switching), and exploring how language choice (such as communicating in regional Chinese, English, standard Chinese or youth slang) indicates membership of a group and can exclude others from the interaction
  • identifying situations in language can be used to position themselves or others as an insider or outsider, for example, the use of 老外 in Australia to refer to non-Chinese; the choice between 咱们 and 我们 to include or exclude participants
  • experimenting with voice projection, pitch and rhythm when trying to assert own view or idea without disempowering or dismissing others, for example, to appear authoritative when speaking on an issue or topic, or to reprimand, advise or motivate others

  VCZHU207 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHU044

  Form sentences to express details such as the time, place and manner of an action and to sequence ideas

  Elaborations

  • 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?
  • recognising that in Chinese, verbs convey tense without verb conjugation, for example, explaining why 有 can mean ‘have’, ‘had’ and ‘will have’
  • 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)
  • 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
  • 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)
  • applying processes of discourse development, including joining (也、 和), contrasting (但是) and sequencing (就) information
  • 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

  VCZHU044 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHC211

  Summarise and compare factual information about people, places and lifestyles drawn from a range of sources, including multimodal sources

  Elaborations

  • viewing reports on news and current affairs programs to develop an overview of events and discuss the responses of individuals and groups to issues and events such as a threat to public health or safety, environmental pollution, or rapid urbanisation
  • listening to and viewing texts such as celebrity interviews, news reports and documentaries on tourist hot spots, and obtaining the gist by focusing on familiar, anticipated items in a flow of words, for example, names of people and places, time and date, attitude and opinions
  • listening to and viewing interactions and noting the different opinions and ideas of different participants, focusing on key words and non-verbal cues to identify feelings
  • using dictionaries and other resources to interpret key words, for example, identifying the likely meaning of 七夕 in the sentence 农历七月七日是七夕
  • identifying important ideas and interpreting implied meanings in texts, recognising possible bias when judging the value of information
  • using listening strategies appropriate to a range of purposes, including listening for specific information, listening for key ideas, listening for overall understanding, or listening in order to repeat information to others
  • presenting opinions using strategies suited to the audience or reader’s expectations, such as 欲扬先抑 (to criticise before praising)

  VCZHC211 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC253

  Reflect on the language choices they make when expressing their points of view to others and connect these choices to their identities in Chinese and Australian communities

  Elaborations

  • discussing available choices in how they present their own identity to others and identifying times when they choose to express one aspect of their identity over another
  • reflecting on how their language choices, including the use of English, Chinese, a dialect or accent, are indications of their sense of identity within a particular context
  • considering the differences in their own sense of identity in Australia and when they ‘return home’ (回国) in terms of changes in social contexts and in their relationships with other participants in interactions
  • describing examples of when changes in identity are more evident, such as when they are compared to friends ‘back home’
  • identifying meanings implied in facial expressions, gestures, interjections and exclamations, for example, 哎 can be used to express surprise or dissatisfaction
  • reflecting on how one’s own world view is conveyed through language choices, for example, ‘naming’ China 华夏、九州、神州大地、中原 which reflects their understanding of their history, geography, ethnicity and place in the world

  VCZHC253 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHC084

  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

  Elaborations

  • 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/
  • 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
  • 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
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning
  • 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

  VCZHC084 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• 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

• VCZHC085

  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

  Elaborations

  • 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
  • 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
  • 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
  • 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
  • assuming the role of a young Chinese person in the performance of a play about, for example, celebrating Chinese New Year
  • 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

  VCZHC085 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHU256

  Compare the nature of word formation, including subtle forms of adjectives such as 特有的 and 明朗, in the development of new words in Chinese and English, and evaluate their effectiveness in conveying new concepts

  Elaborations

  • comparing the expression of new concepts across languages and analysing the representation of new ideas in contemporary media, such as 云电视、
  • comparing the functions of semantically related morphemes and discussing why one is preferred over others in the development of new words, for example, ways of expressing ‘green’: 碧、 翠、 绿 、 青、 （翠绿、碧绿、青翠、苍翠） and new words such as: 雪碧，绿化

  VCZHU256 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | 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

• VCZHU202

  Explain the phonological and tonal features of Chinese, including variations in tone, stress and phrasing in diverse settings

  Elaborations

  • recognising the value of Pinyin romanisation to assist in distinguishing and analysing differences in spoken Chinese, to generate digital texts and to develop understanding of sound–symbol correspondences in characters
  • identifying subtle differences in pronunciation in spoken Chinese, including variations in regional accents, especially in speakers of other dialects, for example, distinguishing between ‘qing’ and ‘qin’, ‘lou’ and ‘rou’, ‘liang’ and ‘lang’, ‘shi’ and ‘si’, ‘lan’ and ‘nan’
  • developing tone discrimination and exploring the impact of tone choice, including tone sandhi, on the meanings expressed in speech, for example, ‘mǎi’ and ‘mài’, ‘bùqù’ and ‘búqù’

  VCZHU202 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU096

  Discuss how language choices reflect cultural practices, including clarifying roles and relationships between participants in interactions

  Elaborations

  • 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?
  • 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?
  • 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
  • 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
  • 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?
  • 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

  VCZHU096 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | The role of language and culture

• VCZHU219

  Explore and apply the principles of character form and function, including knowledge of semantic and phonetic radicals, to predict associate sound and meaning of new characters encountered in texts

  Elaborations

  • using character and component knowledge to infer potential sound and meaning of new characters encountered in texts
  • examining component form and function to predict sound of unfamiliar characters when reading aloud
  • inferring the meaning of terminology from other subject areas based on analysis of characters such as 螺旋桨
  • using knowledge of components to select a character from options when inputting Chinese into a digital text
  • explaining how morphology works to identify and convey subtle and precise meanings in communication
  • inferring the meaning of unfamiliar words containing a familiar character morpheme
  • applying understanding of word formation when comparing translations in a bilingual dictionary to identify the word most appropriate to the required context and use
  • appreciating that the precise meanings of character morphemes are determined by context, for example, 一封信 and 相信；企图 and 地图

  VCZHU219 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHC165

  Express opinions about how popular imaginative texts, including poems and 故事, reveal important cultural values

  Elaborations

  • describing how emotions, attitudes or intentions of a performer, author or character are conveyed through language, and analysing how emotions (for example, happiness, sadness, homesickness) are expressed in popular songs or TV programs
  • viewing popular TV programs designed for Chinese youth, sharing individual responses or reactions to forms of Chinese entertainment, and comparing features of performance across cultures
  • understanding how music, imagery and stereotypical representations of people, places and practices are used in contemporary youth media to influence audience responses
  • exploring regional and generational influences on popular culture of the Sinophone world (such as 港台流行歌曲； 港片), and identifying different concepts of ‘beauty’ in different eras, for example, 60年代流行…, 70年代流行…
  • comparing features of performance in different media (such as radio, television and online videos), and discussing how entertainment is changing with technology
  • producing creative texts in response to literary texts such as 《某某后传》, reflecting the literary styles and methods identified in such texts
  • reading a range of imaginative texts from other cultures, keeping a reading journal (读书笔记) to record understanding and own responses, and participating in class discussions about texts such as 《小王子》 and 《安徒生童话选》
  • discussing themes and meanings of traditional texts, including classical poems (for example,《静夜思》，《春晓》，《咏鹅》) and stories, fables and legends ( for example, 《孔融让梨》、《井底之蛙》、 《铁杵磨针》

  VCZHC165 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• 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

• VCZHC038

  Create written imaginative texts, describing characters and sequencing events, using scaffolded models of texts, learnt characters or word lists for support

  Elaborations

  • 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 花 with 气球 and writing 她有七色气球，红色，蓝色，白色
  • 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)
  • 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?
  • collaborating to create alternative endings to well-known stories using learnt sequences and word lists for support

  VCZHC038 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHU189

  Analyse and compose different types of texts for different purposes, using appropriate linguistic, textual and cultural elements

  Elaborations

  • comparing how statistical data such as census information or surveys is collated and referred to in Chinese and English texts, including consideration of the levels of in-text referencing required across both languages
  • analysing linguistic, stylistic and textual features of a range of samples of the same genre to compare the choices made by authors and the impact of those choices, for example, comparing 这位老人已经七十多岁了， 他每天要一上一下地打扫一千八百多级石阶， 该是多么辛苦啊！ and 这位老人年纪大了，要打扫很多石阶，这些石阶大概有一千八百多级，非常辛苦
  • analysing the layout of magazines and online texts and the deliberate choices of image, font and words to enhance understanding of key ideas and author positioning
  • examining the language of newspapers, identifying commonly encountered linguistic terms and considering the concise ways in which world events are reported in Chinese media
  • using models of literary styles to create texts and present them in multiple ways, for example, producing an article with 排比 to enhance emotional impact, and reading it aloud to peers, using volume, stress and facial expression to reflect emotions

  VCZHU189 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU046

  Understand that Chinese is characterised by diversity in spoken and written forms

  Elaborations

  • knowing that Putonghua is the standard spoken language used in China and the main Chinese language taught in other areas of the world
  • understanding that there are simplified and traditional Chinese characters, and exploring examples of both forms to identify differences, for example, 门 and 門
  • 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
  • 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’
  • 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

  VCZHU046 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHU258

  Discuss key stylistic features of different text types, including classical literature

  Elaborations

  • identifying stylistic features of formal text types, for example, 作业报告 ;倡议书;竞选演说
  • comparing the way an argument is developed in different languages, for example, in English the writer’s position is stated upfront whereas in Chinese it is generally left until the conclusion
  • analysing how to position oneself when writing for different purposes, for example, in persuasive and evaluative writing (说服： 独生子女政策给中国的发展带来了很多好处; 议论： 独生子女政策对中国的发展利弊参半)
  • exploring how to incorporate statistical data, quotations and research-based evidence in academic texts, for example, 据统计， 计划生育政策实行以来， 中国的人口少生了三亿
  • identifying features of classical writing such as 虚词 particles 之、乎、者、也, and word reductions such as 若 （犹如，好像） 父（父亲，爸爸）
  • exploring writing techniques in classical Chinese, such as the four steps in composing an essay (起承转合)
  • using terms derived from classical literature in their own writing, for example, 世有伯乐，然后有千里马；千里马常有，而伯乐不常有。（韩愈：《杂说（四）》）
  • determining the relevance and value of成语 and 歇后语 in developing their own writing

  VCZHU258 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language