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• VCZHU141

  Recognise similarities and differences in the structure of spoken and written texts that have the same purpose

  Elaborations

  • recognising features of various genres, including narratives and explanatory texts, identifying which genres are most suitable for different purposes, for example, 记叙文记叙一个事情，比如说《我最喜欢的假期》
  • identifying differences and similarities in language choices and text structure across spoken and written texts, for example, comparing an announcement with a public notice
  • comparing and differentiating forms of texts based on purpose and audience, for example, asking: What’s the difference between a letter and an email? What might be the reasons for such differences?
  • applying cohesive devices in producing imaginative texts, correspondence and informative texts, for example, beginning a story with 很久很久以前

  VCZHU141 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHC105

  Reflect on the reactions and experiences of participants (including their own) in interactions and observe how languages is adapted to communicate effectively in unfamiliar contexts

  Elaborations

  • sharing information about their membership of diverse groups and exploring how this is expressed in Chinese, for example, 我和他是同学，我们都在这个学校学习。我的姐姐是澳大利亚国家队的运动员
  • interacting with Chinese-speaking peers to share aspects of their own identities as young Australians, for example, considering: What aspects of my life and identity would Chinese youth find interesting? How do I want to be perceived or understood?
  • identifying how different opinions and perspectives are expressed and how this may be perceived by others, for example, comparing representations of foreigners in 外国人有一些不同的习俗 with 老外都很奇怪
  • interacting with teachers and peers and reflecting on how to respond, for example, what to do when they don’t comprehend words used or meanings expressed by other participants
  • identifying and responding to intended and unintended meanings conveyed in interactions, for example, noticing contradictions between what is being said and the posture, movement, gesture and expression of participants, and asking: How do I interpret participants’ real meaning? Are they just being polite or are their words genuine?
  • reflecting on their own language choices in interactions with Chinese speakers and how these may have been perceived, for example: Was my communication culturally appropriate? Did I adjust my language and body language to help convey my meaning more appropriately and effectively? How can I seem interested when I am not?
  • reflecting on how one’s own cultural values and norms may relate to those of Chinese speakers, for example: What are the values held by Chinese speakers? Which of my own values are non-negotiable? What Chinese values do I feel I should validate and support?
  • 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’
  • considering the role of voice, pitch and pace to encourage involvement of others in interactions and experimenting with modality to empower themselves and others, for example, 你可以 versus 你一定要；我可能 versus 我会
  • 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

  VCZHC105 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

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

  By the end of Level 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal sources to convey different perspectives...

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

• 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

• VCZHU259

  Explain how changes in context impact on how language is adapted to convey meaning within and across languages

  Elaborations

  • exploring how living in the Australian context impacts on how they present their ideas in Chinese, for example, considering how essays written in Chinese in Australia often follow the accepted organisation and formatting of essays in the Australian education system rather than the Chinese education system
  • analysing what is valued across cultures and discussing the impact of this on how meanings are conveyed in Chinese and English, for example, quoting 孔子 or using 成语 is evidence of a higher level of literacy in Chinese, but quoting modern-day experts or using technical vocabulary is considered to be reflective of a higher education level in many English-speaking communities
  • understanding the historical traditions behind the differences between oral and written language in Chinese ( 文言 and 白话)
  • reflecting on their own different ways of communicating and how they adjust language, gesture and content to suit different contexts, cultures and languages, for example, considering topics that are acceptable in one culture but taboo in another
  • identifying differences in pronunciation and/or tone across different Chinese-speaking environments, for example, 和 is pronounced ‘hé’ in mainland China but can be pronounced as ‘hàn’ in Taiwan

  VCZHU259 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC198

  Adapt events and characters from popular Chinese narratives for particular audiences and to create specific effects

  Elaborations

  • creating songs or jingles to promote products, services or events in imaginative ways
  • performing Chinese songs, experimenting with rhythm, voice, emotion and gesture to convey the songs’ intended sentiment and meaning and to enhance entertainment
  • exploring personal response to people, places, events and experiences within texts (for example, creating a diary entry from the perspective of a character encountered in a traditional story), and reflecting on language choices made
  • creating short narratives to capture the experiences, thoughts and emotions of characters in imagined contexts
  • creating digital stories by producing labels for pictures, photographs and cartoons, and presenting them in combination with sound, voice and music to convey a sequence of events
  • plotting a storyline in Chinese, 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?
  • creating narratives to describe imagined experiences in diverse contexts, based on sample topics and texts, for example, imagining a visit to China and recounting a visit to a homestay family or an adventure on the Great Wall, or describing experiences when a Chinese student comes to stay in Australia
  • creating stories in various literary styles (for example, 记叙文、散文、诗歌), experimenting with descriptive language to capture the intensity of characters’ emotions and to create tension, for example, 我看到好多漂亮的花，有粉红的，雪白的，真是太美了

  VCZHC198 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | 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

• VCZHU188

  Understand and apply complex grammatical structures and features to achieve particular effects, and explore grammatical features of classical Chinese

  Elaborations

  • comparing how ideas are ordered and substantiated across genres and languages, for example, in Chinese essay-writing the author’s position is generally stated at the end, whereas in Australian academic writing it is stated at the beginning
  • describing the purpose and features of genres that are uniquely important in Chinese literature, and exploring their origin in classic literature, such as 小品文，散文

  VCZHU188 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• 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

• VCZHU060

  Identify and apply features of Chinese grammar and sentence structure to organise and sequence ideas in oral and written texts

  Elaborations

  • comparing ways in which tense is expressed in Chinese, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; verb negation (没有) to indicate incomplete past; and 正在 to indicate action in progress
  • exploring the use of diverse time expressions and ways to sequence events in time, for example, 先…然后; 一…就…; …了，就…;才; 第一；然后
  • comparing the functions of prepositions, and discussing the importance of context when determining their meaning in texts, for example, 跟；对；给
  • exploring and applying the use of conjunctions to sequence and connect ideas when constructing texts, for example, 不但…而且…；虽然…但是…
  • using different ways to negate ideas depending on degree of formality or emphasis, for example, 我不是…；我哪儿有…？；我没有办法…；我不能…；不行; 别 ; 不准

  VCZHU060 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | 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

• VCZHU239

  Compare writing styles between Chinese authors to identify and explore the purposes and features of text structure and organisation of ideas

  Elaborations

  • exploring diverse examples of writing and identifying features of particular styles such as 辞藻华丽 , 平实质朴 , 口语化
  • discussing own preferences for writing styles of particular popular authors
  • experimenting with different ways of sequencing and organising ideas for different audiences and purposes
  • exploring text structure and format in classical literature, for example, 五言 and 七言 in poetry; the absence of a subject in 李白《静夜思》
  • comparing the organisation and substantiation of ideas in essays in classical and modern literature, for example, comparing 周敦颐《爱莲说》 and 余光中《莲恋莲》

  VCZHU239 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• VCZHU205

  Identify how information and ideas are organised in a range of genres, and compare the textual features of narratives in Chinese and English to determine features which are distinctive to Chinese

  Elaborations

  • comparing the expression of ideas in diverse traditional and contemporary literary texts, for example, exploring the different ways in which the story of 孙悟空 is told in a cartoon, story or TV show
  • recognising and applying features of diverse text types, for example, comparing features of narrative, recount, report and procedure
  • comparing the ways in which similar ideas and concepts are presented in diverse genres, discussing the impact of genre choice on text structure and language use (for example, in persuasive and evaluative texts) and examining how language choices achieve the desired effect
  • exploring the traditional structure of persuasive texts in Chinese (for example, 总起-分述-总结) and discussing its effectiveness
  • reading samples of formal texts such as news articles, official letters and informative reports, and identifying how language use compares to their own everyday speech
  • analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing

  VCZHU205 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHU221

  Analyse textual features of formal genres and apply these in their own speech and writing

  Elaborations

  • analysing features of texts in formal domains, for example, comparing aspects of formal and personal letters such as salutations or level of politeness; examining features of articles such as the use of headings, placement of author name, organisation into introduction, body and conclusion
  • comparing how statistical data (such as census information or surveys) are 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 diverse samples of the same genre to compare the choices made by authors and the impact of these 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 stylistic/literary devices used in knowledge-based texts, for example, technical terms and concise formulaic expressions used in newspaper articles
  • appreciating and applying the use of literary devices, for example, direct and indirect historical and cultural references; features of intertextuality such as classical allusions (歇后语)
  • analysing the layout of magazines and online texts to identify how images, fonts and words have been chosen 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

  VCZHU221 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Languages | Chinese: Learning in Chinese

  Chinese language learning

  China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken language of the Han people, or Zhongwen, the written language of China. In Taiwan it is more usually called...

  Overview material | Chinese

• VCZHC184

  Create and adapt bilingual texts for different settings and audiences, identifying the contextual and cultural challenges

  Elaborations

  • experimenting with different options, rephrasing until the most suitable meaning is conveyed, for example, translating 同学 as ‘classmate’ then changing it to ‘student’ or ‘peer’ as appropriate in the context （这是我的同学。 and 同学们好）
  • analysing information presented in context and being aware that what is not said also matters （言外之意), for example, 该来的人来了, implying that those who turned up earlier are 不该来的人
  • developing a deep understanding of the subtle meanings and uses of new words/phrases encountered, by comparing the ways in which words, grammar and idioms are explained in different reference sources, for example, how a 成语 is explained in English, compared to in a Chinese dictionary 成语字典 and on a 成语故事 website

  VCZHC184 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC102

  Respond to and create or adapt simple narratives that describe experiences and characters from folk tales or popular fiction

  Elaborations

  • composing a creative account of an imagined experience with Chinese visitors to the local community, for example, hosting a Chinese student or taking a tour group to a local sporting event
  • creating narratives that hold the attention of readers (for example, beginning a story with 你知道吗？), experimenting with 正叙，倒叙，插叙 to sequence events and using descriptive language to set the scene
  • collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海》
  • exploring how alternative words can be used to convey varying degrees of emotion and attitude towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!
  • taking on a role in a story and retelling the story from one character’s perspective, describing their feelings and emotions, for example, 我真高兴！ 太棒了！ 哎哟，吓死我了！

  VCZHC102 | Languages | Chinese | Second 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