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• VCZHU139

  Identify the form, composition and spacing within characters, relating components and their positions to their meaning and sound

  Elaborations

  • developing fine motor skills appropriate to Chinese writing conventions (方块字), and learning about Chinese writing conventions, including direction of text and punctuation
  • applying rules of stroke direction and stroke order when writing characters, paying attention to details such as length of a stroke to discriminate similar forms, for example, 土 and 士
  • developing skills in identifying the structure and components of a compound character, for example, 学 has two components and they are of top-and-bottom structure
  • categorising characters with common components (such as 花、草、菜), and making connections between meanings and sounds of components and meanings and sounds of characters, for example, 目 (eye) in 看 (to look at)
  • recognising the use of traditional and simplified characters in the local community (for example, 《大洋时报》 uses traditional characters), exploring texts in both forms of characters and analysing differences in orthography, for example, 门 and 門
  • identifying personal connections with one or both forms of characters, for example, 我妈妈教我写简体字，因为妈妈是从北京来的
  • inferring meaning of unfamiliar words from known morphemes, for example, 学生、学校、小学
  • understanding that a character might have multiple meanings, for example, that 冷 means ‘cold’ in 冷水 and ‘quiet’ in 冷清

  VCZHU139 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU156

  Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression

  Elaborations

  • recognising grammatical functions of common suffixes and prefixes to assist comprehension in reading, for example, recognising that 子, 者， 家 are noun suffixes (for example, 家 in 书法家、数学家)
  • discriminating between the contextual meanings of characters with multiple meanings, such as 家 in 家人 and in 画家
  • recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but literally translates as ‘sky’s energy’
  • explaining the function of words and structures in language encountered, for example, 了 in the sentence 我早上看见了两只猫 indicates the completion of an action in the past
  • exploring and beginning to build more complex messages, such as using forms of cohesion, and finding ways to generalise or nominalise ideas, for example, 因为… 所以 …, 虽然… 可是…, 不但… 而且…, 总而言之/总的来说
  • recognising the different focus and purpose of alternative sentences, for example, 他把杯子狠狠地扔在地上 and 杯子被狠狠地扔在地上
  • understanding that there are different applications of grammatical rules in spoken and written language, for example, in ordering food (for example, comparing the structure of the following expressions: 来点儿什么菜？; 您吃点儿什么？;你想吃/要吃什么？; 你想吃海鲜炒饭吗？; 海鲜炒饭要吃吗？)
  • differentiating use of grammar based on context, for example, using sentences with more formal structures in report writing
  • recognising terms and expressions used in formal written styles, for example, 首先，其次，最后 rather than 先…后来…后来…

  VCZHU156 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHU107

  Relate prior knowledge of character form and function to infer information about sound and meaning of unfamiliar characters

  Elaborations

  • analysing sequences of characters containing a common component or side to determine the features of form, function and predictability within the group, for example, explaining the features of position, phonetic function and range of sounds in the characters 请 清 情 晴 精 睛 猜
  • using understanding of familiar radicals and phonetic sides to estimate the sound and meaning of characters when reading aloud
  • describing characters to others by naming their components or sides in sequence, for example, ‘standing man’ (亻) on the left, ‘words’ (言) on the right ＝ 信
  • discussing the use of 繁体字 and 简体字 in Chinese-speaking communities today, including the revival of 繁体字 and the spread of 简体字 in diverse communities
  • recognising traditional characters encountered in their local Chinese communities and noting their 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 use of diverse character-morphemes to express similar ideas, for example, identifying multiple characters for ‘food’ (饭、菜、食、餐) and organising and classifying words containing these characters to understand their context of use
  • recognising the two-syllable preference in Chinese nouns and applying this understanding when reading texts

  VCZHU107 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU206

  Differentiate features and apply rules for expressing meanings in spoken and written modes in different contexts

  Elaborations

  • exploring how the rules of word order can be altered in informal interactions, for example, noticing that the time can be placed at the end of sentences in speech but not in writing
  • matching the use of 成语 and 俗语 to appropriate contexts, for example, 夕阳西下 is normally used in written language while 猪八戒照镜子——里外不是人 tends to be used in spoken contexts
  • analysing how language is used differently in public texts across different Chinese-speaking regions, for example, the use of traditional versus simplified character forms in overseas Chinese newspapers; word choices and ways of reporting on controversial issues
  • identifying variability in language used in different contexts, for example, interacting in the supermarket, at the doctor’s surgery, or when visiting a friend or relative
  • recognising language choices that reflect varying levels of formality as appropriate to context, and applying this to their own interactions (for example, 爷爷 and 祖父, 累死了 and 非常疲惫)

  VCZHU206 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHU158

  Differentiate key features and apply rules for expressing meanings in spoken and written modes in diverse contexts

  Elaborations

  • identifying variability in language used in a variety of contexts, for example, at the supermarket, at the doctor’s surgery, or when visiting a friend or relative
  • recognising language reflecting different levels of formality, such as 爷爷 and 祖父, and using language to reflect formality appropriate to context, for example, l and 非常疲惫
  • using words and expressions reflecting their interlocutor’s seniority and authority, for example, 您老敬请？
  • analysing language use to identify degree of intimacy or distance between participants, for example, 咱俩、我们、我和您
  • differentiating oral and written styles of language, for example, 我要吃好吃的。中国有很多美食

  VCZHU158 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCZHU043

  Identify how character structure, position, and component sequences relate the form of a character to its particular sound and meaning

  Elaborations

  • decoding characters by analysing their structure and the number of components, and recognising familiar components
  • applying their knowledge of characters to learn to read and write new characters, and developing strategies for learning, for example, making connections between characters with a common component (你、他、们)
  • identifying different meanings of key morphemes used in different contexts, for example, 天，日，二/两，你好 versus 好玩

  VCZHU043 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHU063

  Explain how the Chinese language adapts to social and technological changes

  Elaborations

  • enquiring into the use of internet language, including numerical representations of words (for example, 55555 = 呜呜他在哭) as a means of private communication among youth
  • exploring the use of mobile phones and the internet to replace old ways of communication, for example, texting or emailing New Year greetings instead of going to 拜年 in person
  • comparing features of correspondence and the circumstances in which some forms of correspondence are preferred, for example, why 贺节短信 is popular as a way to save time and money
  • exploring the ways in which new words and phrases are incorporated into everyday communication in Chinese, for example, how English expressions of emotion (去 happy 吧) are used in chat forums and text messaging, and how Pinyin abbreviations are used to replace characters (L P = 老婆)
  • examining how the adaptation of words reflects and encourages cultural change, for example, gender equality is reflected in the use of 妳 to address females and 他们 to include both men and women

  VCZHU063 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• VCZHC136

  Translate simple English texts into Chinese and vice versa, using strategies for building vocabulary and interpreting intended meaning of words in English and Chinese

  Elaborations

  • considering alternative ways of interpreting ideas, such as giving examples, looking for synonyms (近义词), and elaborating on details
  • creating bilingual texts to share with others, for example, adding English to a Chinese New Year poster or couplet, adding Chinese headings to an Australian tourism promotion brochure, adding Chinese to a class weekly timetable

  VCZHC136 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCZHC056

  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

  Elaborations

  • translating special terms from their favourite subjects into Chinese, for example, 加、减、乘、除
  • producing bilingual instructions for classmates, explaining how to perform a particular activity relating to their favourite game or subject
  • preparing a voiceover text in Chinese for a video presentation about the Chinese language program or the school environment and adjusting anything that is unclear before voice recording

  VCZHC056 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC183

  Participate in reading Chinese literature in original and in translation, and explain assumptions or implied meanings which inform how ideas have been translated from Chinese into English

  Elaborations

  • identifying superfluous or language-specific information that impedes rather than supports understanding when moving between languages, for example, 雷锋其人其事,在中国几乎人人知道
  • using suitable equivalents or providing new culturally appropriate examples to explain concepts or ideas specific to another language or culture, for example, explaining English terms ‘chilling’ or ‘hanging’ in Chinese; expressing 百年树人 as ‘Rome wasn’t built in a day’
  • noticing deliberate word choices (such as 人民、大众、居民、人们、老百姓) suited to a particular purpose or style
  • identifying the use of sarcasm (for example, 哟， 今天这么早来学校， 太阳打西边出来了) and how it is transferred across languages
  • experimenting with ‘word play’, for example, 谐音秃子打伞----无法无天（无发无天), and discussing how this might be transferred into English

  VCZHC183 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHU170

  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

  Elaborations

  • comparing ways they pronounce and use spoken Chinese with peers and other Chinese speakers, and determining the influences on their own language use, such as TV, parents, dialects spoken
  • developing tone discrimination and identifying subtle differences in pronunciation, including variations in regional accents, for example, distinguishing between ‘qing’ and ‘qin’, ‘lou’ and ‘rou’, ‘liang’ and ‘lang’, ‘shi’ and ‘si’, and ‘lan’ and ‘nan’ when listening to interactions between speakers in diverse contexts

  VCZHU170 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCZHC069

  Engage with a range of performance-based imaginative texts, and respond by discussing attitudes portrayed, expressing opinions, explaining themes, discussing characters, and considering language use and cultural meanings, and apply this knowledge to create imaginative texts

  Elaborations

  • viewing episodes of popular TV programs, such as sitcoms from mainland China, Taiwan and other regions, sharing opinions on characters and plot (for example, 我不懂他们为什么吵架。他真的很烦人，我特别不喜欢他), and relating the situations and contexts in the TV program to similar events in their own life, for example, 如果我是她…; 我觉得他最好…
  • listening to popular Chinese songs, comparing themes and content to those of songs popular in Australia, and discussing how popular culture reflects social issues, for example, 家庭的关系 (family relationships)
  • creating own dramatic performances to entertain others, with a focus on accuracy of tone and rhythm appropriate to choices in language and gestures
  • creating plays with plots that reflect personal opinions on topics of interest (for example, 旅行，未来), using props to support storytelling, and experimenting with language, image and sound to convey complex ideas and enhance audience appreciation
  • presenting own version of a familiar story or event, for example, collaborating to create a voiceover for a segment from a familiar TV show or commentating a youth sporting event
  • reading narratives (for example, personal histories and extracts from teenage fiction) and writing a journal to share personal reflections on the ways of life and experiences portrayed and expressed, providing reasons for their opinions, for example, 这个故事非常…比如说…你一定要看这本书！

  VCZHC069 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHU155

  Recognise the contextual meanings of individual syllables or characters to assist comprehension and vocabulary development, and explain the form and function of components in individual characters, for example, 心,想,情,闷

  Elaborations

  • inferring the meaning of unfamiliar characters by identifying familiar semantic and phonetic components of compound characters, and using contextual clues to map the form of characters to sound and meaning
  • using digital tools to write a specific character, and finding out its pronunciation by using online dictionaries
  • writing characters with correct structure and proportion when writing with and without 田字格, and discussing issues with remembering and reproducing individual components in characters, for example, discriminating between characters such as 冒、昌…
  • exploring a range of fonts in digital form and personal styles of writing, and appreciating the aesthetic value of calligraphy, including 硬笔书法

  VCZHU155 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCZHU203

  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

  Elaborations

  • recognising subtle differences and the implications for sound and meaning when discriminating between characters of similar appearance, for example, 我 and 找
  • analysing the nature of components, and their arrangement and function in a range of characters, for example, fire （火/灬） and heart （心/忄） components
  • analysing common simple and compound characters and identifying the possible placement of specific radicals and components in a compound character, for example, the placement of 扌 on the left-hand side
  • recognising clues inherent in characters when attempting to map specific sounds and meanings onto correct character forms, for example, exploring the reliability of semantic and phonetic functions of components and sides regularly encountered in characters containing common elements such as 请、 精、 猜; 认、 忍、 任; 忍、 想、思
  • categorising words containing a common morpheme to better understand the relationship between morphemes and specific word meanings, for example, using dictionaries to explore the range of words created from a common character morpheme such as 情 and 性
  • discriminating between the functions of morphemes with related meanings, for example, 餐-饭; 玩-做; 做-作

  VCZHU203 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• Chinese - Second Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students are immersed in listening to, viewing and reading Chinese. They become aware of Chinese as a separate language to English and that other languages exist within their own classroom, their country and overseas. They begin to recognise the importance of tone in Chinese speech and observe...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence

• Chinese - Background Language Learner - F–10 Sequence: Foundation to Level 2 description

  Students recognise tones as an important element of Chinese speech and learn how the sounds of Chinese can be encoded in Pinyin, using Roman letters that often convey different sounds than those which students are accustomed to in English. They learn to recognise basic character forms that represent...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence

• VCZHU240

  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...

  Elaborations

  • recognising clichés, examining cases of ‘breaking’ a cliché and the impact it might have, such as 脑筋建转弯 questions
  • identifying how language use can be varied for different participants in different contexts, for example, the use of slang and abbreviations between teenagers
  • using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls
  • discussing ‘taboo’ terms across languages, and using terms suitable for the context, such as different words for 死 (‘to die’), for example, 驾崩 (皇帝)、 仙逝 （长辈 ) 、去世（一般人) 、香消玉殒 (女性)

  VCZHU240 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• Chinese - Background Language Learner - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They participate in simple exchanges to obtain and convey information and experiences relating to their personal world. They use learnt vocabulary, sounds, characters and culturally specific...

  Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2