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• Chinese - Background Language Learner - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活，澳大利亚的运动，我最喜欢的春节活动. They ask questions (for example, 你真的认为…吗？请想一想…) and adapt language...

  Level description | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10

• Chinese - Second Language Learner - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字？ 你上几年级？ 你有狗吗？ 你喜欢什么运动？ They use appropriate pronunciation...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4

• Chinese - Second Language Learner - F–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students...

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10

• Chinese - Second Language Learner - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, 我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家. They use simple questions (for example,

  Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6

• Chinese - Second Language Learner - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts. They exchange information, ideas and opinions and enquire into the experiences and opinions of others, using question words such as 为什么，怎么，怎么样 to elicit more...

  Level description | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10

• VCZHC113

  Initiate interactions, make requests and establish relationships with teachers and peers

  Elaborations

  • introducing oneself to initiate conversation for example, 我叫 Johnny， 我的中文名字叫小强，你叫什么？, interacting with teachers and classmates, sharing ideas about familiar topics such as family (for example, 我有一个姐姐，一个弟弟) and daily life, for example, 我妈妈会做饺子
  • responding to questions about and describing features of their own world (for example, 我的学校不大) and seeking more information by asking questions such as 你是 Emily 的妹妹吗？
  • 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

  VCZHC113 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCZHC065

  Exchange and elaborate on suggestions and opinions in spoken interactions related to planning and negotiating activities and events, adjusting spoken language for familiar and unfamiliar participants, purposes and contexts

  Elaborations

  • participating in discussions and expressing personal opinions on issues relevant to contemporary youth (such as 教育，环境，科技，文化), displaying levels of politeness or assertiveness as appropriate to context, for example, 我希望 versus 我要; 你最好 / 你应该 versus 你一定要
  • inviting others to voice opinions and eliciting alternative positions by asking questions such as 你怎么看？你觉得呢？你同意吗？, and responding to verbal and non-verbal cues (including silence) from participants
  • acknowledging others’ ideas, views and opinions when expressing agreement or disagreement (for example, 好的、我同意), and challenging others’ opinions using rhetorical questions or concessionary or emphatic phrases, for example, 你说的有道理，可是…；你怎么可以说…?；你说的不对
  • commenting on transaction experiences and acknowledging the work of others, for example, 谢谢你的帮助，但是如果你…就更好了
  • planning group events such as an excursion to Chinatown and persuading others to get involved and contribute in different ways, for example, 我们去中国城可以吃到中国的小吃，你不是很喜欢吃早茶的吗？你来决定我们去哪个饭店吧

  VCZHC065 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC025

  Reflect on how aspects of personal identity are expressed in Australian and Chinese contexts

  Elaborations

  • preparing a self-introduction and discussing the concept of ‘self’/我, exploring questions such as ‘What makes me special in my family? In my class? In my school?’, for example, 我叫 Tina, 我是妹妹。我上三年级，我的老师是王老师
  • prioritising information when talking about self, for example, 我叫Kate before 我八岁
  • sharing information about one’s zodiac animal sign in Chinese and discussing in English the cultural significance of such information, for example, 我属龙

  VCZHC025 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• 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

• 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

• VCZHC169

  Reflect on own intercultural experiences, and contrast ways in which people of different generations, genders and linguistic backgrounds use language and respond to different experiences

  Elaborations

  • recognising own tendency to generalise or stereotype during interactions (for example, 地域歧视), being sensitive to the possibility of causing offence to others in interaction, and considering questions to ask about the other person’s cultural background, for example, 你父母是大陆人吗？, 你父母的老家在中国甚么地方？
  • participating in cultural events, and reflecting on cultural similarities and differences, and on how cultural practices change in a different context, for example, 我们家不过中秋节，因为大家都觉得不太重要。母亲节那天我们全家去爷爷奶奶家一起吃饭
  • being aware of how own ideas may be perceived by others based on language choice, including code-switching, for example, 我妈妈不喜欢我说汉语时夹着英语，但是我和朋友经常这样说，她也经常这样说。有的时候姥姥听不懂，我就会想想全部用汉语该怎么说

  VCZHC169 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• 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

• VCZHU079

  Explain how language defines people’s roles as outsiders or insiders in groups and cultures

  Elaborations

  • experimenting with internet language to communicate with peers in a class blog and recognising the value of technology in exploring and constructing own texts
  • considering how they can be more inclusive in their own language use, for example: What questions can I ask to understand others better? What words are best to be avoided? How can I express my opinion without causing offence?
  • examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情，小草常青 versus ‘Keep off the grass’
  • exploring the contexts and implications of terms used to identify others, for example, 老外、 华侨、 华裔、 大陆人、 华人、 中国人、 少数民族

  VCZHU079 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC017

  Interact with teachers and peers in social and class activities, exchanging ideas and opinions, using correct tones

  Elaborations

  • giving personal information, facts and opinions in response to questions about people and aspects of daily life such as pets (我的狗很可爱), interests, routines and activities
  • expressing opinions and commenting on personal experience using familiar expressions (for example, 很棒。 太好了。我不喜欢…), and turn-taking (该你了) in class games
  • contributing to class activities by asking for (我可以…吗？) and giving permission (可以), apologising and excusing (对不起), raising hand and using phrases such as 老师，我不懂 to request assistance in learning activities
  • initiating conversations in familiar social contexts by greeting participants and introducing themselves (for example, 你好，我叫James，我八岁，我住在悉尼), displaying appropriate social manners to enhance communication
  • giving information in response to questions such as 你的弟弟几岁？, and responding to turn-taking signals such as 该你了 or pauses
  • following the teacher’s instructions to participate in learning activities, for example, 我们听 Sam 说一说
  • reporting group activity results to each other and the teacher, for example, Michael 喜欢打篮球，Sophie 喜欢游泳

  VCZHC017 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCZHC145

  Interact and socialise with peers and known adults, exchanging ideas and opinions about personal experiences and social activities

  Elaborations

  • engaging others in conversation and inviting responses on issues relevant to their lives, such as traditional and modern lifestyles and values, and language learning by asking questions such as 你知道澳大利亚的国宝是什么吗？你觉得什么最好玩？
  • participating in class and school debates, acknowledging others’ opinions and presenting own with examples and personal experiences, for example, 虽然你说得很有道理，但是如果我们再想一想，如果你也经历过… 那么你也会同意…
  • using social media to maintain contact with classmates and record events in everyday life, by keeping a weekly or daily journal or blog, recording highlights of school or home life or leisure activities (for example, 今天我的足球队又输了，真没劲!), or a holiday experience, for example, 袋鼠岛游记
  • describing and elaborating on details of experiences in correspondence, for example, 这次暑假过得很愉快，我们全家去了巴厘岛。在那儿，我们天天在海边，有时候冲浪，有时候散步
  • composing text messages, emails, letters using appropriate formats and employing appropriate terms to address recipient, for example, 敬爱的王老师 (for a formal letter), 嘿，小王，最近好吗 (for a casual letter or message)
  • responding appropriately to invitations, including by accepting and declining, for example, 谢谢你的邀请，祝你生日快乐。但是我星期日要…对不起，不能参加你的聚会。希望你玩得高兴

  VCZHC145 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCZHC097

  Interact and socialise with known and unknown participants in familiar contexts to plan and arrange events, and exchange feelings, opinions and preferences

  Elaborations

  • introducing self, peers, friends and familiar adults in conversation (for example, 这位是王校长; 这是小王; 这是王一飞) and responding to such introductions, for example, 你好，小王，我是…
  • stating opinions on school and family life, familiar people, experiences and significant personal events (for example, 我最喜欢圣诞节), and indicating preferences with reasons, for example, 我想去看…电影， 因为听说这个电影很好看
  • discussing topics of interest, such as music, TV programs or sports; and asking questions to seek information and opinions, request repetition, clarify meaning (for example, 你说你的生日是明天，是吗？) and enhance mutual understanding, for example, 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有力
  • expressing apology, appreciation or gratitude in diverse ways, and comparing practices across contexts, for example, considering which term to use in various situations and depending on the relationship between participants (谢谢;辛苦你了; 麻烦你了; 真对不起; 非常感谢)
  • initiating activities among peers, such as 汉语角 to promote Chinese learning in school, and arranging a time and location for this activity, for example, 我们可以星期二练习说汉语。我们可以在教室，或者在电脑室

  VCZHC097 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC177

  Interact and socialise with a range of participants, recognising alternative positions, ideas and perspectives relating to experience and lifestyle

  Elaborations

  • exploring concepts related to topical and contemporary issues, including ethnicity and identity, popular culture, technology, social justice, environment, education and future pathways, through interaction with peers and other Chinese speakers, for example, 我听说现在中国的年轻人很喜欢看韩剧，是这样吗？你也喜欢看韩剧吗？
  • inviting others to contribute to discussions and provide feedback on own ideas (for example, 你不觉得…吗？ 难道…?), and asking questions, acknowledging strengths in others’ arguments and providing evidence to contradict, challenge or rebut alternative views
  • collaborating to reach agreement by asserting, restating, conceding or negotiating in an appropriate manner (for example, 就算是…; 尽管如此…), recapping the main ideas discussed, suggesting a suitable compromise or solution, and explaining the reasons behind the final suggestion
  • discussing how to utilise resources and opportunities outside of the classroom to develop Chinese proficiency, for example, Chinese community school, using Chinese more often with family members and friends, or watching Chinese television
  • listening to guest speakers such as ambassadors for Asian literacy or other inspirational young people who are engaged with Chinese language learning, and discussing their experiences and achievements

  VCZHC177 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• 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

• VCZHC194

  Participate in planning individual and group action to contribute to school and local community, making choices from available options

  Elaborations

  • participating in conversations in imagined scenarios involving purchasing items, asking questions about availability and range of goods (for example, 你有没有红色的？/ 你有什么颜色的？) and specifying quantity or type of item when selecting from options, for example, 三斤苹果，一包糖, 我要买这件
  • negotiating with peers on colour, size, quantity and other aspects of goods and services, and making decisions based on collective opinions, for example, 我喜欢那个…你喜欢… 所以，我们应该…
  • completing transactions by confirming price (for example, 多少钱？五块吧) and exchanging money, recognising Chinese currency
  • creating posters or fliers to promote cultural events to the local Chinese community and the community at large, such as 悉尼艺术节，XXX音乐剧
  • producing Chinese language versions of school promotional materials to assist the Chinese community to engage with school activities, for example, a school fete, principal’s tour, sister school visit

  VCZHC194 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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