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
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
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
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
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
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
VCZHC104 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCZHC185 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCZHC244 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising
VCZHC184 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCZHC217 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCZHC071 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCZHC215 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCZHC102 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating
VCZHC105 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCZHC073 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCZHC072 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating
VCZHC253 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting
VCZHC182 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating
VCZHC070 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Creating