VCZHU090 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCZHC165 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating
By the end of Levels 4, students use spoken and written Chinese to initiate interactions. They participate in short exchanges, for example, 你晚饭吃什么?,我学汉语和英语,站起来, 大家听老师说. They organise and convey factual information and share experiences in formal and informal situations, making appropriate choices...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4
VCZHC163 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing
VCZHU140 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
VCZHU046 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change
VCZHU012 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
The Chinese curriculum takes account of different entry points into language learning across F–10, which reflects current practice in language teaching.
There are two possible learning sequences:
Overview material | Chinese
VCZHC209 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
By the end of Level 6, students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing range of situations (for example, 你星期几去汉语学校?,你说…对吗?); to convey information, opinions and experiences (for example, 我喜欢踢澳式足球,你呢?); and to access a...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6
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 as...
Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8
VCZHU259 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change
VCZHU241 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCZHC180 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing
VCZHC212 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing
VCZHU202 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCZHU237 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language
VCZHU124 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCZHC100 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing
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...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8