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• 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

• VCZHU011

  Recognise Chinese characters as a form of writing and Pinyin as the spelled-out sounds of spoken Chinese

  Elaborations

  • differentiating Chinese characters from other forms of written expression, for example, the Roman alphabet, visual images (drawing)
  • recognising that each character has meaning, and exploring the connection between meaning and form, for example, pictographs such as 人 (‘person’), 日 (‘sun’)
  • examining which initials and finals can be guessed from English, for example, ‘mama’ as opposed to ‘gege’
  • copying or tracing characters with attention to stroke order and direction
  • identifying syllables that make up Chinese words, such as 小/老/鼠 (xiǎo/lǎo/shǔ), and understanding that words such as 熊猫 (xióng māo) have two syllables, with each syllable having a meaning
  • making connections between words sharing a common syllable/morpheme, for example, 小狗、小猫、小朋友
  • building new words by combining familiar meanings such as 红+苹果

  VCZHU011 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | 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

• VCZHU173

  Identify structure and organisation of different texts, including expositions, procedural texts and recounts, and use these in their own speech and writing

  Elaborations

  • analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing
  • comparing the ways in which similar ideas and concepts are presented in different genres, discussing the impact of genre choice on text structure and language use (for example, in imaginative and evaluative texts), and determining how language choices achieve the desired effect
  • exploring the traditional structure of persuasive texts in Chinese, such as 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 the language use compares to their own everyday speech

  VCZHU173 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

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

  Students use oral language to build their capacity to describe and explore topics and concepts in Chinese. Students use Chinese to share everyday experiences with each other. They develop literacy skills through a range of reading and writing activities. Pinyin is used as a tool to develop students...

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

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

  Students use Chinese to write and speak with imagination to engage or persuade peers, justifying their perspectives by drawing on the ideas or experiences of others. They apply linguistic expressions encountered in contemporary and traditional literature to develop their own ability to write in...

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

• 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

• Chinese - Background Language Learner - F–10 Sequence: Levels 5 and 6 description

  Students learn to analyse new characters encountered in texts, with a focus on mapping these character forms to their known spoken language. Students make comparisons between societies, social structures and belief systems and explore how these are conveyed through language. They discover and...

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

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

  Students participate in discussions, debates and presentations on a range of issues. They extend their writing skills to include more informative and objective language and write in more formal genres. They develop their skills in analysing characters and recognising word and clause boundaries...

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

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

  Students learn how to write objectively in simplified and traditional characters and substantiate their ideas and perspectives in appropriate ways. They learn to transcribe complex spoken texts and develop skills in listening to diverse speakers of Chinese who vary in rhythm and pitch. Students...

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

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

  By the end of Levels 4, students use spoken and written Chinese to initiate interactions. They participate in short exchanges, for example, 你晚饭吃什么？，我学汉语和英语,站起来， 大家听老师说. They organise and convey factual information and share experiences in formal and informal situations, making appropriate choices...

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

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

  Students elaborate messages, nominalise, and add complexity to the expression of their ideas. They apply their understanding of appropriate register in a widening range of interactions, and experiment with increasing sophistication in writing, through the use of idiom and references to classical...

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

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

  Students reflect on their understanding of and responses to their experiences when communicating across cultures. They use creative, expressive and persuasive language. They work collaboratively to exchange information and ideas and to share their experiences with other Chinese speakers.

  The systems...

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

• 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

• Chinese - Background Language Learner - F–10 Sequence: Levels 7 and 8 description

  Students extend their writing skills to include more persuasive language and more formal genres. They participate in presentations on topics studied, and initiate discussion through enquiry. Students begin to compare their own pronunciation to modern standard spoken Chinese. They also explore...

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

• 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 - Second Language Learner - F–10 Sequence: Levels 7 and 8 description

  Students extend their knowledge of the grammatical system and its use through spoken and written communication. Students experiment with language, exploring how cultural meanings are expressed. They analyse how messages are conveyed across languages, and apply their skills in moving between Chinese...

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

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

  Students develop their ability to share ideas about language and culture systems and develop their skills in moving between languages and cultures. Learning and use focus on active exploration of the Chinese language system, which students draw upon to communicate their own ideas and engage with others.

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

• 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