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• 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

• VCZHC248

  Recognise and explain differing viewpoints on the world, cultures, individuals and issues as represented in major forms of literature such as 散文，小品，小说, and use this knowledge to create analytical and imaginative responses for identified audiences

  Elaborations

  • identifying various representations of multiculturalism in contemporary media and exploring the origins and nature of stereotypes commonly encountered
  • exploring cross-cultural influences in contemporary media, for example, examining the impact of Korean culture on Chinese entertainment in diverse contexts (Hong Kong, Taiwan, mainland China)
  • responding to films with a Chinese theme produced in other communities, for example, writing a personal response to a foreign film portraying Chinese-speaking communities

  VCZHC248 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHU047

  Examine how language is used to clarify roles and relationships between participants in interactions

  Elaborations

  • comparing values and beliefs across cultures and identifying how Australian cultural values such as mateship are expressed through language
  • 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

  VCZHU047 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | 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

• 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

• VCZHU010

  Reproduce the four tones and recognise how they can change the meaning of words

  Elaborations

  • noticing the tonal nature of spoken Chinese and using gestures to enhance the differentiation of tones
  • applying tones to diverse sounds in Chinese to express different meanings, and recognising differences between words with different tones, for example, 妈mā and 马mǎ
  • practising the pronunciation of syllables that are unique to Chinese, such as 女nǚ, 下 xià
  • working with classmates and teachers to identify initials (, b, p, m, d, t, g, k etc.) that are similar to English consonants (f, l, n, v)

  VCZHU010 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHU241

  Analyse features of classical literature in their original and contemporary forms, and apply features of 文言文 and 古文 in their own language use, identifying rules of intonation in classical poems and the impact of these rules on modern poetry

  Elaborations

  • exploring symbolism in classical literature and in modern pop culture, such as the connotations of key terms such as 凤凰
  • discussing the revival of the study of traditional texts (国学) and the reasons for such interest in the past
  • considering the role technology plays in their own lives and how it impacts on the ways they communicate with others and use language to convey ideas
  • identifying examples of internet language and discussing how these shape or impact their own language use, for example, 囧 、 槑 、 烎
  • comparing ‘internet novel’ (网络小说) with contemporary 小说 and identifying the impact of the internet in popularising and increasing access to Chinese literature

  VCZHU241 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHU174

  Understand how language is used to reflect different roles, relationships, settings and values and modify language use in diverse contexts

  Elaborations

  • observing interactions and identifying examples of how language is adapted as the roles and positions of participants are established, for example, moving to more formal language once a participant is identified as a person of authority
  • reading texts such as 《人民日报》, and identifying words and phrases used to establish authority, objectivity and the purpose of interaction
  • noticing and describing differences in accent and dialect when listening to Chinese speakers from diverse regions
  • exploring the use of l as a lingua franca in Chinese-speaking communities, and identifying terms used in different regions to express a similar idea, for example, 普通话 versus l versus 高手
  • interpreting the relationships of participants in a spoken interaction by observing word choices and gestures, for example examining what titles are used for individuals in Chinese (for example, 老张 / 张校长/张小明)
  • comparing 褒义词，贬义词 and 中性词 and the contexts they are used in, for example, the differences between 聪明 and 滑头

  VCZHU174 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHC089

  Reflect on personal experiences and observations of using and learning Chinese language in familiar contexts, and use these reflections to improve communication

  Elaborations

  • discussing appropriate language choices across cultures, for example, when meeting people for the first time or interacting with older people (such as a parent’s friend); how presentation of the residential address in Chinese and English reflects certain values in the different cultures
  • reflecting on their own English language use in response to their observations of Chinese speakers, for example, the words they use (slang, complex terminology), how they speak (tone, accent), and how they vary their language in different contexts and with different people
  • engaging with Chinese speakers through organised school activities (such as Skyping students at a Chinese school or welcoming visitors to own school), recording moments when difficulty is experienced in communication and reflecting on the cause of this difficulty
  • reflecting on aspects of their own identity, including what their membership of diverse groups says about who they are and what they consider important, for example, 我是澳大利亚人和日本人；我是老大；我参加学校的足球队
  • noticing how relationships with others — for example, friendship groups (我的朋友是 Lisa 和 George, 我们都很聪明), ethnic group (我是德裔澳大利亚人) — influence language choices and preferences for learning content
  • selecting information to share with a particular audience (for example, students from a sister school in China), asking: Why do I think this information is important to represent who I am? Why do I think my audience would find this information interesting and relevant?
  • comparing expressions of identity encountered in Chinese texts and interactions with their own sense of identity, for example, 他是美籍华人
  • observing interactions between Chinese speakers, and discussing the context and language use (for example, a family eating out in a restaurant, noticing seating arrangements, the background environment and how dishes are ordered and presented) and how this compares to their own experience
  • discussing how language and gesture are used to communicate in English and how these features would be understood when interacting with Chinese people; identifying how their communication styles may need to be altered when conveying ideas in Chinese

  VCZHC089 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCZHC049

  Initiate and sustain interactions with peers and familiar adults to plan and arrange activities or social events in the context of the school or local community, and vary spoken language in response to the needs and demands of other participants

  Elaborations

  • participating in conversations about personal experiences, expressing opinions about what is common to these experiences, for example, 我们的老师教我们很多东西。我们都很喜欢他
  • comparing feelings about music, TV programs or sports, and asking questions to seek ideas, request repetition, clarify meaning (for example, 你喜欢看电视，不是吗？) and enhance mutual understanding, for example, A: 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有意思。B: 古典音乐怎么样？古典音乐也不错
  • negotiating with peers in relation to school policies and procedures, by affirming, accepting, clarifying, suggesting and recommending, for example, 小明，明天去动物园要穿校服吗？
  • visiting Chinese-owned stores in the local area and specifying number or nature of items required; requesting, negotiating and accepting prices; and completing transactions, for example, 我们什么时候去…？， 我们去哪儿买？， 我们要买什么？
  • participating in class role-plays of shopping scenarios, including expressing opinions about quality of goods (for example, 这条红色的裤子真好看), making comparisons with the same product or service from other retailers or service providers (for example, 他要一百块，你要一百三十块), and expressing satisfaction or dissatisfaction with price, for example, 太贵了
  • negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging ideas and opinions of others and expressing agreement (for example, 好的) or disagreement, and offering alternatives, for example, 我觉得巧克力不好，考拉拼图怎么样？

  VCZHC049 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• 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

• VCZHU192

  Explain how languages shape the communicative practices of individuals and groups, and identify ways to enhance understanding across cultures

  Elaborations

  • reflecting on how attitudes or values they consider normal in one language may not feel or be viewed in the same way when discussed in a different language, for example humility is a value often conveyed in Chinese but not in English
  • exploring what assumptions are inherent in one language and examining how they might talk differently about the same things in a different language
  • exploring how concepts such as modesty, individual responsibility and respect for authority influence communication styles, and how they may be interpreted by English speakers as lack of confidence, engagement or initiative

  VCZHU192 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCZHC225

  Interact with peers and exchange opinions and preferences about new social and cultural experiences, adjusting tone, vocabulary and phrasing to influence others

  Elaborations

  • sharing experiences and discussing how their own cultural practices are maintained or adapted in their new environment, for example, 来到澳洲以后， 我开始对土著人的艺术感兴趣了
  • identifying and challenging stereotypes about Chinese and Australian cultures
  • discussing the concept of friendship across cultures, and describing own sources of social support within the local community, for example, 我现在在一个羽毛球俱乐部打球， 认识了不少朋友， 挺开心的
  • using appropriate strategies to maintain communication, such as explaining concepts and ideas when other participants are not familiar with the topic of conversation, for example, 我很喜欢吃榴莲， 榴莲就是那种有点臭，身上长很多刺的水果
  • listening to a conversation about a new song, dance style or pop-culture phenomenon, and identifying the points being made, explaining the tone and manner of communication

  VCZHC225 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC009

  Notice aspects of Chinese language and culture that are ‘new’ or ‘interesting’, and observe how relationships influence language use and own identity

  Elaborations

  • examining the meanings behind Chinese family names and other related vocabulary
  • having a shared meal of 饺子，春卷 etc. and appreciating cultural diversity in the school community
  • responding to questions by sharing with students in Chinese sister school personal information related to identity, for example, name, family name, zodiac sign, family members
  • comparing learning in English with learning in Chinese, for example, learning about syllables and components
  • presenting a collage or poster which represents aspects of their identity, using text and images
  • observing interactions to notice cultural aspects such as use of voice to show courtesy, how disagreement is expressed, or smiling so as not to offend while saying ‘too expensive’
  • expressing personal responses to aspects of culture encountered when viewing images, such as of classrooms, home environments or street scenes in diverse contexts, responding to teacher prompts (for example, What do you see …? What do you notice …? How do you celebrate …?), and relating to own experience

  VCZHC009 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCZHC200

  Create simple bilingual texts for different audiences, considering the influence of different roles, relationships, settings and situations

  Elaborations

  • acting as interpreter for visitors of diverse backgrounds and communicating their message to speakers of other languages, applying strategies such as clarifying, rephrasing and explaining when mediating cultural concepts
  • using a range of resources to assist in creating a Chinese translation of an English language text, exploring the functions of print and digital translation tools and discussing their strengths and weaknesses
  • appreciating the role of code-switching as a tool for mediating language and culture, and applying it in their own communication

  VCZHC200 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHU261

  Analyse the language of different media and examine the ways in which media use language to persuade and influence others

  Elaborations

  • evaluating the impact of word choices (for example, 百衣百顺 for steam iron; 自然最健康，绿色好心情 for instant noodles) and discussing features of advertising language （广告词）, for example, 简洁， 对仗，谐音，and how it relates to the brand and product
  • viewing samples of 公益广告 for charity and non-profit organisations, and analysing the different ways in which imagery, voice and language use are combined, and the effect of these stylistic choices, for example, 好感型，优质型 and 励志型

  VCZHU261 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU064

  Compare and reflect on how cultural contexts influence the way language is used within and across communities

  Elaborations

  • identifying the things they take for granted in communication (for example, a shared understanding of gesture, body language and nuances), and reflecting on how these aspects may be interpreted differently by others
  • discussing how language use varies between communities, and reflecting on how communication is shaped by a community’s geographical location, languages and cultures, for example, 计算机 / 电脑， 哪儿 / 哪里
  • reflecting on how particular words of cultural significance may be interpreted differently by others, for example, ‘mate’ in Australian context and 兄弟 in Chinese context
  • inferring the relationship of participants in a spoken interaction by observing word choices and gestures, for example, 老张 / 张校长/张小明, and asking: What titles and terms of address are used for individuals in Chinese? How do these titles compare to English practices?

  VCZHU064 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | The role of language and culture

• 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

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

  By the end of Level 10, students sustain extended exchanges with others (for example, 那个，你知道的，就是，还有) and use Chinese to participate in shared activities, for example, 我为什么学汉语，澳大利亚的多元文化，年轻人的兴趣，网络的好与坏, 你难道不觉得…如果…就…吗？你的意思是说…,如果是这样的话… They apply knowledge of rhythm...

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

• VCZHC068

  Collate and present different perspectives on a range of issues from different sources

  Elaborations

  • exploring websites designed for non-Chinese audiences, identifying relevant information on research topics such as 中式饮食，娱乐活动, and comparing sources, differentiating between fact and opinion, and identifying information which is not credible or which is too value-laden
  • reading and sharing key information from diverse authors, making connections between the author’s opinion and attitudes towards particular topics (such as 中国的独生子女) and their background and experiences
  • sharing ideas on sources of information and explaining ways to utilise these sources, with examples or data to support their opinions
  • preparing visual displays of data or information gathered from personal research to share with Chinese-speaking peers on features of lifestyle or experiences of Australian young people, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for an Aussie teenager

  VCZHC068 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Informing