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• VCZHC073

  Compare the experiences of young Australians with those of young people in Chinese-speaking communities, reflecting on how these diverse experiences affect individuals’ identity, attitudes and beliefs

  Elaborations

  • constructing texts and participating in interactions with young Chinese which involve sharing aspects of their own identities as young Australians, for example, 中国的年轻人喜欢什么运动？澳洲人喜欢游泳、打板球和打橄榄球
  • comparing own experiences and opinions with those of Chinese youth encountered in diverse texts and contexts, for example, exploring how young people feel about school: What is universal? What is culturally specific? What is environmental? Why do we do things a particular way? 大部分澳大利亚的学生功课压力没有那么重；很多中国学生在食堂吃饭
  • viewing texts related to the experiences of young Chinese speakers (for example, 偶像剧), and discussing aspects of their life, world or values conveyed, asking, for example: What assumptions or generalisations are made? How does this impact on our perception of Chinese youth? Does this reflect the reality of Chinese youth?
  • exploring diversity within Chinese identity and becoming more aware of this when interacting with Chinese speakers, for example, understanding that calling Chinese speakers 中国人 does not reflect the diversity of Chinese speakers’ identities
  • engaging in interaction with Chinese speakers and reflecting on how their own language choices are perceived by Chinese speakers, for example: Is my communication culturally appropriate? Should I adjust language and gesture to help convey meaning more appropriately and effectively?

  VCZHC073 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHU080

  Analyse the ways in which language choices reflect cultural practices and values and how language is used to express familiarity and distance between participants in interactions

  Elaborations

  • exploring how known languages influence their own communicative preferences, such as reflecting the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
  • making connections between their first language and how it influences communication in additional languages, for example: Why do Chinese speak English in certain ways? What features of my first language influence how I speak Chinese? How does this affect mediation of ideas between languages?
  • interacting with people of different ages and positions, varying language and level of formality according to relative status, for example, using appropriate ways to accept or decline requests, compliments or suggestions (你能不能帮我一点忙？---- 对不起，我没有空; 您找谁？- 你爸爸在家吗？)
  • examining how concepts such as humour and humility are conveyed in Chinese, and discussing how these may be perceived by non-native Chinese speakers
  • reflecting on taboos in language use and how these can impact on communication across cultures, for example: Is it okay to ask someone’s age in China? Why do numbers and colours matter? What are we superstitious about in Australia? What hand gestures are acceptable with Chinese speakers? What can I joke about?
  • defining familiarity and distance as they relate to language use

  VCZHU080 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | The role of language and culture

• Chinese - First Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students sustain oral and written interactions with known audiences, making appropriate adjustments to language use for different audiences, contexts and purposes. They access and analyse a range of authentic spoken, written and multimodal sources to support and present...

  Level description | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8

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

  Students discover the distinctive features of the spoken language and begin to use Pinyin and tone marks to practise syllables and tones they encounter in new words. They recognise that letters in Pinyin and English produce different sounds using different spelling conventions. Printed texts used...

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

• Languages | Chinese: Resources

  A range of resources to assist teachers implementing the Victorian Curriculum F–10 are available. Please visit the following websites to access these resources (links open in a new window). For general advice and information regarding the Victorian Curriculum F–10, FAQs, professional...

  Overview material | Chinese

• 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

• VCZHU016

  Describe how people use different languages to communicate and participate in cultural experiences

  Elaborations

  • identifying interesting facts, for example, finding out what are the biggest celebrations in China and Australia, and comparing these celebrations
  • engaging with the traditions and customs, festivals, celebrations and food of Chinese communities, recognising the value of learning about another culture in learning a new language
  • participating in a shared meal, a New Year celebration or a Chinese performance, commenting on the experience and listening to the sounds of Chinese
  • comparing gestures and body language associated with language use in different cultures, for example hand gesturing for emphasis and encouragement or recognising taboos within Chinese communication, such as pointing directly at someone

  VCZHU016 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | The role of language and culture

• 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

• VCZHU091

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

  Elaborations

  • learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square
  • comparing writing across languages, recognising differences in stroke sequences and word formation (letter strings versus character squares), word spacing, punctuation and text direction
  • learning the origins and features of components encountered in characters, and analysing the formation of characters, including recognising the frequency and positioning of common components (for example, 人、女、日、月) and their function or relationship to a compound character, for example, 人 in 他、认、从
  • 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 contextual meanings of key morphemes in diverse contexts, for example, 天，日，二/两，你好 versus 好玩
  • identifying the relationships between the meaning of individual morphemes in words and exploring how these morphemes apply in a wider range of word contexts
  • explaining the use of common suffixes (子、里、面) and key morphemes (电、家、物、机)
  • understanding how new concepts are interpreted in Chinese by analysing the nature of technology-related terms expressed in Chinese, for example, 电脑、短信、博客

  VCZHU091 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCZHC116

  Convey simple information to peers using illustrations and gestures to support meaning, and respond to questions from others

  Elaborations

  • presenting their learning by creating pictures and labelling them to elaborate concepts, for example, 春天；中秋节
  • presenting and expanding on details of the topic, and answering peers’ questions, for example, 我的猫很小，有棕色和白色的毛
  • presenting their knowledge of places in China and Australia, such as places they have visited or where they have relatives, supported with photographs, for example, 我的奶奶住在北京
  • sharing their knowledge of the world through and responding to questions from others, for example, 中国有什么动物？ 澳大利亚呢？ / 中国大还是澳大利亚大？/ 你抱过考拉吗？
  • creating posters on a cultural topic such as ‘Chinese food’ and selecting images and texts from magazines, newspapers and brochures to illustrate key ideas with character words such as 好吃
  • identifying familiar words and concepts drawn from recent learning in other subject areas, for example, 数学（形状） and 科学（自然现象）
  • making connections between their knowledge of the world and their Chinese learning to infer meaning of words, for example, to guess the meaning of 尾巴 in 猫有长长的尾巴， 人没有尾巴

  VCZHC116 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• 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

• VCZHC245

  Plan and negotiate actions to contribute to their local and global community, and suggest alternatives when planning and negotiating

  Elaborations

  • displaying respect for others’ ideas in interactions, agreeing to disagree, or negotiating to achieve agreement, for example, 要么这样吧…; 你看怎么样…; 你说的很有道理，但是…
  • discussing multiple perspectives on topics such as 独生子女政策，言论自由，贫富差距，经济发展与环境保护, and raising awareness among peers and members of school community to enhance mutual understanding of others’ perspectives
  • comparing different learning environments and approaches to learning, for example, reflecting on prior learning experiences and suggesting the advantages and disadvantages of different educational systems (中国的教育是应试教育，注重死记硬背，澳洲的教育是启发式教育，培养的是学生的独立思考能力)
  • discussing issues encountered in their daily life when communicating across cultures, such as specific ‘cultural barriers’ and misunderstandings in communication, for example, 家长应不应该尊重孩子的个人隐私？
  • understanding the history of their local Chinese community and the multicultural nature of Australian society, for example, interviewing older migrants about their experiences as Chinese Australians (老一代的华人在餐饮、 木工、 香蕉种植等方面为澳洲做出了贡献，新一代的华人更多的是在金融、法律、医生等行业发展)
  • identifying areas of need within the local community and collaborating with others to provide support, for example, visiting aged-care facilities or helping to organise a cultural event to enhance understanding of Chinese culture within their own school and local communities (我们上个周末去华人养老院做义工，接触了很多很有意思的老人)

  VCZHC245 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• Chinese - Second Language Learner - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use spoken and written Chinese to interact in a range of familiar contexts. They respond to instructions, questions and directions. They use known phrases to exchange personal information (for example, 我叫…; 我的爸爸是澳大利亚人), seek clarification (for example, 对不起，我听不懂...

  Level description | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8

• VCZHU140

  Develop ways to structure sentences in Chinese to elaborate own ideas

  Elaborations

  • elaborating ideas in sentences, including details such as time, place and manner, for example, 星期一我从上海坐飞机到北京
  • learning meta-terms to describe grammar rules in Chinese, for example, the placement of 主语 (subject), 动词 (verb), 名词 (noun) in sentences
  • recognising that there are multiple ways to structure a sentence, such as 我吃了早饭后去学校 and 吃了早饭后我去学校

  VCZHU140 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCZHU124

  Recognise parts of speech and understand basic rules of word order in simple sentences

  Elaborations

  • learning about meta-terms for word types, for example, exploring what is considered a verb in English and in Chinese (for example, adjectival verbs in Chinese)
  • categorising words into word types common across languages, for example, 家人 as noun, 四 as number
  • understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)

  VCZHU124 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCZHC146

  Take action, resolve issues, make shared decisions and organise shared experiences

  Elaborations

  • collaborating to decide on a menu for a class lunch and negotiating items, prices and delivery with a local restaurant, for example, 大家都喜欢吃春卷，那么每个人一个春卷，我们需要二十五个
  • locating suppliers of Chinese learning materials through websites and other sources, for example, 你这本书是在哪儿买的？我们班要买一套图书，中国城的那家中文书店怎么样？ to select a class set of readers
  • listening to or viewing community media such as local Chinese radio or television, and participating in advertised activities, for example, a singing competition or locally organised events
  • researching and arranging a visit by an expert (such as a calligrapher or a taiji master) to visit class and share knowledge to promote Chinese learning in school community
  • captioning bilingual posters to promote community events (such as Chinese New Year celebrations, lion dance performances, visiting performers) and school activities, such as cultural days, assembly items or grandparents’ day
  • creating posters and fliers to promote cultural events to the local Chinese community, such as 悉尼艺术节，XXX音乐剧
  • producing a paragraph in the school newsletter to promote an upcoming event

  VCZHC146 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCZHU123

  Recognise that characters are the written representation of spoken Chinese and the morphological nature of Chinese words

  Elaborations

  • discussing the range of strokes and the construction of characters, and applying this understanding to differentiate between similar character forms, such as 日(sun) and 目(eye)
  • copying characters with attention to the location, direction and order of strokes
  • learning the sound and meaning of commonly seen basic characters (独体字) and components (部件), such as 木 (tree) and 人 (person), and making connections between basic characters and their bound forms (非成字), such as 水 and 氵
  • identifying components and their various forms in different locations within characters, for example, 人 、 从 、 合; 心 、 情 、 思
  • learning that Chinese words are made up of two or more characters, with each character contributing meaning to the word, for example, 大人 (literally ‘big person’) means ‘adult’
  • recognising key morphemes in word groups, for example, 白天、白雪、小白兔
  • identifying meanings of each syllable such as in xuéshēng, xuéxiào of Chinese words encountered

  VCZHU123 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• 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

• VCZHU126

  Recognise diversity in expressions and gestures used in everyday social interaction across cultures

  Elaborations

  • observe and participate in interactions with a range of participants, and discuss how different people use language in different ways, for example, a range of ways of greeting and farewelling
  • understanding that gestures can enhance communication but might be interpreted differently by different people
  • learning about etiquette in everyday social contexts, such as how to address adults, for example, 王阿姨好
  • comparing language use among family members (for example, with parents and siblings), and recognising different languages(e.g. Putonghua, a dialect or English) used for different participants, for example, 我跟爸爸妈妈说中文，跟哥哥说英文

  VCZHU126 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCZHC082

  Correspond and collaborate with peers, relating aspects of their daily experiences and arranging sporting and leisure activities

  Elaborations

  • participating in posting on a shared blog and exchanging personal information (for example, name, age, nationality, school and year level) with students from sister schools, for example, 你好，我叫Ann, 我是澳大利亚的学生
  • responding to correspondence (such as emails, letters or postcards) by answering questions, clarifying meaning (for example, 你说你想来澳大利亚， 是吗？), seeking further information (for example, 你想一月份来吗？) and addressing requests, for example, 澳大利亚一月是夏天，很热
  • using supporting images in own writing, for example, using emoticons such as >_<||| to enhance meaning in digital communication
  • using digital media to produce a bilingual publicity flier for an upcoming cultural or sporting event (for example, 汉语角), to promote Chinese learning among school community members

  VCZHC082 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising