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Chinese: Background Language Learner 7–10 Sequence

Chinese: Background Language Learner 7–10 Sequence Level 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...

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Chinese: Background Language Learner 7–10 Sequence Content Descriptions

Communicating

Socialising
  1. Interact with peers and others in familiar and unfamiliar contexts to exchange alternative ideas and perspectives, and to express preferences and opinions (VCZHC209)
  2. Participate in planning and presenting a social or cultural event, negotiating options and solving problems (VCZHC210)
Informing
  1. Summarise and compare factual information about people, places and lifestyles drawn from a range of sources, including multimodal sources (VCZHC211)
  2. Develop and present a position on an issue based on information drawn from different perspectives and sources and provide advice and guidance (VCZHC212)
Creating
  1. Explore and express opinions on themes and emotions revealed in modified texts from classical and contemporary Chinese literature (VCZHC213)
  2. Create narratives to describe experiences involving imagined people and places (VCZHC214)
Translating
  1. Translate a range of simple Chinese texts and identify how some concepts can be mediated readily between Chinese and English and some cannot (VCZHC215)
  2. Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning (VCZHC216)
Reflecting
  1. Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese (VCZHC217)

Understanding

Systems of language
  1. Compare features of speech of speakers from diverse regions to standard Chinese including pronunciation and prosody (for example, intonation and stress) (VCZHU218)
  2. Explore and apply the principles of character form and function, including knowledge of semantic and phonetic radicals, to predict associate sound and meaning of new characters encountered in texts (VCZHU219)
  3. Organise and express complex ideas in Chinese, for example, analysing and comparing active and passive sentence constructions (VCZHU220)
  4. Analyse textual features of formal genres and apply these in their own speech and writing (VCZHU221)
Language variation and change
  1. Recognise how gender, social class and age impact on language use in formal and informal contexts (VCZHU222)
  2. Explore the significance of tradition in 名人名言 and 经典 and examine contemporary influences on language use (VCZHU223)
Role of language and culture
  1. Explain how languages shape the communicative practices of individuals and groups and identify ways to enhance understanding across cultures (VCZHU224)

Chinese: Background Language Learner 7–10 Sequence Achievement Standard

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 use for a range of contexts and roles. They identify and evaluate key points of information from different spoken, written and multimodal authentic sources and use this information to develop a position and to inform and convince others. They move between Chinese and English to create simple bilingual texts. Students interpret, interact with and create a range of texts for imaginative, informative and persuasive purposes and for different audiences. Sentences include a range of structures, including formal...

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Chinese: Background Language Learner F–10 Sequence

Chinese: Background Language Learner F–10 Sequence Level 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...

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Chinese: Background Language Learner F–10 Sequence Content Descriptions

Communicating

Socialising
  1. Interact and socialise with a range of participants, recognising alternative positions, ideas and perspectives relating to experience and lifestyle (VCZHC177)
  2. Negotiate actions and contribute ideas, opinions and suggestions in interactions related to shared tasks and problem-solving, managing different views (VCZHC178)
Informing
  1. Investigate different interpretations of contemporary and historical events and people (VCZHC179)
  2. 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 (VCZHC180)
Creating
  1. Interpret representations of people and events encountered in contemporary and traditional Chinese performance (VCZHC181)
  2. Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song (VCZHC182)
Translating
  1. Participate in reading Chinese literature in original and in translation, and explain assumptions or implied meanings which inform how ideas have been translated from Chinese into English (VCZHC183)
  2. Create and adapt bilingual texts for different settings and audiences, identifying the contextual and cultural challenges (VCZHC184)
Reflecting
  1. Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both Chinese and English (VCZHC185)

Understanding

Systems of language
  1. Explain the role that features of prosody such as intonation and stress play in interactions in various contexts (VCZHU186)
  2. Infer possible sounds and meanings of unfamiliar characters encountered in a range of contexts by identifying and explaining the role of semantic and phonetic sides (VCZHU187)
  3. Understand and apply complex grammatical structures and features to achieve particular effects, and explore grammatical features of classical Chinese (VCZHU188)
  4. Analyse and compose different types of texts for different purposes, using appropriate linguistic, textual and cultural elements (VCZHU189)
Language variation and change
  1. Explain how gender, social class and age affect language use in formal and informal contexts (VCZHU190)
  2. Explore ways to use traditional characters to enhance their own communication (VCZHU191)
Role of language and culture
  1. Explain how languages shape the communicative practices of individuals and groups, and identify ways to enhance understanding across cultures (VCZHU192)

Chinese: Background Language Learner F–10 Sequence Achievement Standard

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, pitch, intonation, and voice projection, and move between traditional and simplified characters as appropriate to role, audience and purpose.

Students interact with and create imaginative, persuasive and informative texts such as 自发采访,本地电视节目,访谈节目 and 偶像剧,娱乐节目,电影片断,音乐录影, in a range of generic formats, making choices with regard to audience and purpose, for example, 澳大利亚土著人的艺术,我看移民热,现代女性的地位, 报刊杂志,百科全书,百度等搜索引擎. They use Chinese to maintain social relationships with and interact with a diverse range of people across a variety of situations...

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Chinese: First Language Learner 7–10 Sequence

Chinese: First Language Learner 7–10 Sequence Level 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...

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Chinese: First Language Learner 7–10 Sequence Content Descriptions

Communicating

Socialising
  1. Influence and engage others, debating ideas and opinions, selecting language, tone, culturally expected stylised gestures, pitch and pace for different audiences (VCZHC244)
  2. Plan and negotiate actions to contribute to their local and global community, and suggest alternatives when planning and negotiating (VCZHC245)
Informing
  1. Identify and analyse the effects of how information is organised in authentic texts, and apply this knowledge to create purposeful texts that persuade and inform (VCZHC246)
  2. Evaluate the utility and reliability of sources when accessing information, and use this knowledge to present a point of view for different audiences (VCZHC247)
Creating
  1. 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 (VCZHC248)
  2. Compare performance features of major forms of classical literature, such as in 诗, 词, making thematic and intertextual connections (VCZHC249)
  3. Create imaginative texts experimenting with genre, textual features and stylistic devices (VCZHC250)
Translating
  1. Interpret culture-specific concepts (VCZHC251)
  2. Create bilingual texts for a range of audiences, contexts and purposes (VCZHC252)
Reflecting
  1. Reflect on the language choices they make when expressing their points of view to others and connect these choices to their identities in Chinese and Australian communities (VCZHC253)

Understanding

Systems of language
  1. Compare features of prosody across languages and explore how they contribute to expression of meaning (VCZHU254)
  2. Identify and explain how Chinese orthography enables access to technical and unusual vocabulary, including specialised abstract nouns, and a wider range of texts, using orthographic knowledge to identify characters related to topics studied in other learning areas, such as chemical elements (periodic table) and mathematical terms (VCZHU255)
  3. Compare the nature of word formation, including subtle forms of adjectives such as 特有的 and 明朗, in the development of new words in Chinese and English, and evaluate their effectiveness in conveying new concepts (VCZHU256)
  4. Analyse and experiment with the use and effect of figurative and evaluative expressions, colloquial forms, and other language features in texts (VCZHU257)
  5. Discuss key stylistic features of different text types, including classical literature (VCZHU258)
Language variation and change
  1. Explain how changes in context impact on how language is adapted to convey meaning within and across languages (VCZHU259)
  2. Research the phenomenon of language change in Chinese-speaking communities and monitor language use in a range of contemporary contexts (VCZHU260)
  3. Analyse the language of different media and examine the ways in which media use language to persuade and influence others (VCZHU261)
The role of language and culture
  1. Analyse and discuss the ways in which language is used to position authors, readers and participants in texts (VCZHU262)

Chinese: First Language Learner 7–10 Sequence Achievement Standard

By the end of Level 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal sources to convey different perspectives to different audiences. They select and organise ideas, adapting language, style, register and textual features to mediate these ideas for a range of audiences who speak Chinese or English or both. They respond to authentic texts and create a range of persuasive, informative and imaginative texts. Students apply features of prosody in their own speech. They apply understanding of character components and morphemes to their own writing. They reflect on their own experiences of interacting across diverse linguistic and cultural contexts, and display a capability to move readily between languages and cultures.

Students have metalinguistic awareness across their two languages, including explicitly considering similarities and differences in the structure and framing of both languages. They are aware of the choices they make in terms of how they present themselves and their ideas to audiences who speak either language. They analyse how language features and devices are used to achieve different purposes. Students explain how language and languages vary with time and according to situation and context. They identify evidence showing how texts reflect the cultural background and values of the author and different perspectives.

Chinese: Second Language Learner 7–10 Sequence

Chinese: Second Language Learner 7–10 Sequence Level 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...

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Chinese: Second Language Learner 7–10 Sequence Content Descriptions

Communicating

Socialising
  1. Interact and socialise with known and unknown participants in familiar contexts to plan and arrange events, and exchange feelings, opinions and preferences (VCZHC097)
  2. Correspond with peers and teacher, exchanging ideas, negotiating decisions and inviting others to participate in collective action (VCZHC098)
Informing
  1. Locate and compare perspectives on people, places and lifestyles in different communities, from a range of spoken information texts, and convey this information to others (VCZHC099)
  2. Locate and organise information on topics of interest from a range of written sources to develop a position, and convey this position to a familiar audience in a range of texts (VCZHC100)
Creating
  1. Respond to imaginative texts by stating how themes such as relationships, image and acceptance are portrayed, and create own performances to express ideas on personal experiences of these themes (VCZHC101)
  2. Respond to and create or adapt simple narratives that describe experiences and characters from folk tales or popular fiction (VCZHC102)
Translating
  1. Translate simple modified Chinese texts and familiar interactions in different contexts, identifying alternative ways to interpret meaning (VCZHC103)
  2. Mediate descriptions of Chinese and Australian life, identifying what experiences and ideas are not readily translated between cultures (VCZHC104)
Reflecting
  1. Reflect on the reactions and experiences of participants (including their own) in interactions and observe how languages is adapted to communicate effectively in unfamiliar contexts (VCZHC105)

Understanding

Systems of language
  1. Discern differences in patterns of sound and tone in extended Chinese speech when listening to speakers of different age, gender, and regional background (VCZHU106)
  2. Relate prior knowledge of character form and function to infer information about sound and meaning of unfamiliar characters (VCZHU107)
  3. Analyse functions of grammatical rules and use language appropriate to different forms of oral and written communication (VCZHU108)
  4. Compare the purposes, text structures and language features of traditional and contemporary Chinese texts (VCZHU109)
Language variation and change
  1. Explore the development of Chinese as an international language and as a lingua franca in Chinese communities (VCZHU110)
  2. Explore the role of tradition in contemporary language use and how languages change over time (VCZHU111)
The role of language and culture
  1. Reflect on how language and culture both shape and reflect each other (VCZHU112)

Chinese: Second Language Learner 7–10 Sequence Achievement Standard

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 information. They summarise and collate information from different sources and perspectives to compare how ideas and concepts are expressed and organised in Chinese texts and contexts. Students observe how texts are created for different purposes and audiences. They respond to narratives, identifying language features that do not translate easily between cultures, mediating these ideas and expressing insights in Chinese while adjusting language use for different audiences. They justify their opinions...

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Chinese: Second Language Learner F–10 Sequence

Chinese: Second Language Learner F–10 Sequence Level Description

Students engage in cross-cultural communication and reflect on their own experiences in Chinese. They exchange information and ideas and share their life experiences. They use creative and expressive...

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Chinese: Second Language Learner F–10 Sequence Content Descriptions

Communicating

Socialising
  1. Exchange and elaborate on suggestions and opinions in spoken interactions related to planning and negotiating activities and events, adjusting spoken language for familiar and unfamiliar participants, purposes and contexts (VCZHC065)
  2. Sustain and extend written exchanges about places, future plans, and contemporary social issues and activities (VCZHC066)
Informing
  1. Analyse, compare and present perspectives on topics of interest, identifying the different ways emotions, intentions and ideas are expressed (VCZHC067)
  2. Collate and present different perspectives on a range of issues from different sources (VCZHC068)
Creating
  1. Engage with a range of performance-based imaginative texts, and respond by discussing attitudes portrayed, expressing opinions, explaining themes, discussing characters, and considering language use and cultural meanings, and apply this knowledge to create imaginative texts (VCZHC069)
  2. Create written imaginative texts that express aspects of Chinese culture for different audiences and identify how some concepts can be readily translated between Chinese and English and some do not (VCZHC070)
Translating
  1. Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not (VCZHC071)
  2. Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English (VCZHC072)
Reflecting
  1. 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 (VCZHC073)

Understanding

Systems of language
  1. Explain differences in intonation, rhythm and sounds when listening to speakers of different ages, genders and social positions (VCZHU074)
  2. Relate prior knowledge of character form and function to infer information about the sound and meaning of unfamiliar characters (VCZHU075)
  3. Analyse and examine how effective authors control sentence structure and use language to engage their audience (VCZHU076)
  4. Compare the purposes, text structures and language features of traditional and contemporary texts (VCZHU077)
Language variation and change
  1. Explain the dynamic nature of the Chinese language and how changes over time are influenced by local and global contexts and cultures (VCZHU078)
  2. Explain how language defines people’s roles as outsiders or insiders in groups and cultures (VCZHU079)
The role of language and culture
  1. 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 (VCZHU080)

Chinese: Second Language Learner F–10 Sequence Achievement Standard

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 use pinyin to transcribe spoken texts and use characters to create written texts. They identify key ideas and compare information from multiple sources (such as 新闻,访谈,podcast, 纪录片) to develop and substantiate their own position on topics of personal interest or issues of broader significance. They exchange ideas and opinions, for example, 为什么学中文很重要?; 澳大利亚的语言;好用的手机app, 我不太同意你的说法,因为…你觉得呢?; 虽然你说得有道理,但是… 所以我觉得… They speak with attention to pronunciation and tone. Students respond to and create a...

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