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  1. 7-8
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Levels 7 and 8

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...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with peers and exchange opinions and preferences about new social and cultural experiences, adjusting tone, vocabulary and phrasing to influence others (VCZHC225)
  2. Collaborate with peers to plan and organise multicultural projects and events that would benefit their school and local community (VCZHC226)
Informing
  1. Interpret the stated and implied meanings in authentic informative texts, and use evidence to support or challenge different perspectives (VCZHC227)
  2. Use and analyse a range of sources written in simplified and traditional script to identify relevant information, and use this information to create purposeful public information texts (VCZHC228)
Creating
  1. Compare how contemporary Chinese media and literature represent the notion of ‘being Chinese’ or ‘being other’, and use this knowledge to present a point of view for an identified audience (VCZHC229)
  2. Plan, rehearse and deliver presentations of classical Chinese literature and famous speeches and discuss how cultural values can be transferred (VCZHC230)
  3. Use particular language features such as dialogue and imagery in short stories, literary essays and plays to create own imaginative representations of experience (VCZHC231)
Translating
  1. Identify challenges in and techniques for mediating between Chinese and English (VCZHC232)
  2. Create bilingual information texts for speakers of Chinese and English in Australia, recognising ‘code-switching’ and how specific vocabulary and terminology from other learning areas can be translated in different settings, such as for an expert or beginner audience (VCZHC233)
Reflecting
  1. Reflect on adjustments they and others make in their everyday language use, and connect these adjustments to aspects of experience, culture and roles in Australian society (VCZHC234)

Understanding

Systems of language
  1. Discuss features of Chinese phonology and compare their own pronunciation with that of other speakers of Chinese (VCZHU235)
  2. Identify and explain the differences between traditional and simplified characters, inferring meaning and sound of unfamiliar characters from knowledge of components and positions (VCZHU236)
  3. Apply understanding of word morphology and vocabulary choices to interpret and convey meaning (VCZHU237)
  4. Compare how grammatical features such as tense and passive voice are constructed in English and Chinese, and identify distinctive features of Chinese grammar, for example, in tense marking (了、过), possession, plurality (VCZHU238)
  5. Compare writing styles between Chinese authors to identify and explore the purposes and features of text structure and organisation of ideas (VCZHU239)
Language variation and change
  1. Explore assumptions and challenges for language use in new environments, identifying and comparing ways in which sensitive topics are introduced and discussed across languages, for example, comparing the Chinese custom of asking direct questions about age, income and other personal matters with the contexts in which these questions are asked in English (VCZHU240)
  2. 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 (VCZHU241)
  3. Identify the features of persuasive language and analyse its use in advertising (VCZHU242)
The role of language and culture
  1. Analyse the use of language across genders and generations, within and across language communities (VCZHU243)

Levels 7 and 8 Achievement Standard

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 ideas and opinions. Students respond to and create spoken, written and multimodal imaginative texts in a range of genres. They translate informative texts from Chinese into English and vice versa for particular audiences. Students reflect on adjustments they make to language use for different audiences.

Students apply knowledge of grammatical and text structures and vocabulary choices to achieve effective communication. They identify the main ideas conveyed in texts related to other learning areas or presented in age-appropriate imaginative texts or media. They begin to see texts as existing within a cultural context, and begin to make comparisons between the values and practices encountered in classical Chinese texts and those encountered in their local communities. They demonstrate awareness that texts reflect the cultural background and values of the author and are open to diverse interpretations.

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