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Result list

• VCZHC056

  Create short bilingual texts on topics of personal interest and on key content from other learning areas and provide subtitles or commentary to assist meaning

  Elaborations

  • translating special terms from their favourite subjects into Chinese, for example, 加、减、乘、除
  • producing bilingual instructions for classmates, explaining how to perform a particular activity relating to their favourite game or subject
  • preparing a voiceover text in Chinese for a video presentation about the Chinese language program or the school environment and adjusting anything that is unclear before voice recording

  VCZHC056 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCZHC252

  Create bilingual texts for a range of audiences, contexts and purposes

  Elaborations

  • acting as translator between Chinese and English speakers during school events, and reflecting on the linguistic and cultural issues encountered, for example, when sister-school teachers and students visit
  • translating texts for a range of audiences and contexts, identifying adjustments to language choices made according social position of audience and context
  • comparing bilingual editions of novels and discussing how authors and translators maintain the effect of stylistic devices across languages, for example, the use of metaphor

  VCZHC252 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC040

  Create own bilingual texts such as signs, displays and posters

  Elaborations

  • producing bilingual posters to promote a healthy lifestyle, such as 健康食品
  • designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place
  • developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation

  VCZHC040 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCZHC006

  Create short imaginative written texts using images and copied characters

  Elaborations

  • creating storyboards for well-known Chinese stories such as Mulan or Pangu (盘古)
  • captioning or labelling illustrations on storyboards, practising the strokes of high-frequency characters
  • participating in the shared reading of books, making predictions about characters and events from the cover and illustrations
  • listening to Chinese idiom stories and retelling these stories using illustrations

  VCZHC006 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHC054

  Create written imaginative texts to describe experiences involving imagined people and places

  Elaborations

  • collaboratively creating stories with imagined characters and settings, capturing the characters’ experiences in different cultures, for example, 《James在上海》
  • writing a creative account of an imagined experience with Chinese visitors in the local community, such as hosting a Chinese student or taking a tour group to a local sporting event
  • writing a recount of an adventure, for example, 《xxx历险记》
  • using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
  • exploring how alternative words can be used to convey varying attitudes and degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!

  VCZHC054 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC022

  Create short written imaginative texts using simple characters and short sentences

  Elaborations

  • comparing the themes and content of nursery rhymes (童谣) (such as 小蜜蜂，嗡嗡嗡，飞到东，飞到西； 小白兔，白又白， 两只耳朵竖起来；小燕子，穿花衣， 年年春天来这里), for example, noting the frequent appearance of particular animals in童谣 and recognising how this relates to traditional agricultural life
  • creating a storyboard to describe characters and key events in planning a story
  • creating plot diagrams using characters provided by teacher to annotate diagram
  • using pictographs such as 马, 田，山 to create cartoons to illustrate a story
  • designing play props and costumes appropriate to the context and setting of a story read or listened to in class, and identifying traditional Chinese clothes and accessories

  VCZHC022 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHC118

  Create own representations of imagined people or events using illustrations and actions

  Elaborations

  • expressing opinions about characters or retelling the storyline after viewing or listening to stories, for example, 我觉得…真讨厌！
  • selecting words from lists to produce captions for images related to familiar narratives heard or viewed in Chinese
  • copying from models to convey meanings for a sequence of images, such as creating sequential captions for photos, pictures and paintings
  • using characters and images to convey ideas in imaginative texts, for example, using pictographs such as 马, 田，山 to illustrate an imagined event
  • experimenting with storytelling by rewriting a segment of a modelled narrative text by replacing characters, actions or descriptions of objects

  VCZHC118 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• VCZHC250

  Create imaginative texts experimenting with genre, textual features and stylistic devices

  Elaborations

  • comparing literature across languages and cultures and recognising features of entertainment, for example, identifying how magic and danger are used in Harry Potter and 《西游记》
  • discussing the features of range of genres, such as memoirs, poems and moral tales, for example, comparing 小诗 and 散文 to identify how different genres express similar ideas
  • creating own imaginative texts, using literary devices to achieve particular purposes, for example, foreshadowing events and building up to the climax in a story, and experimenting with 暗喻, 反复 and other 修辞手法

  VCZHC250 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHC086

  Respond to simple narratives and create short texts about imagined characters and events

  Elaborations

  • creating digital stories by producing labels for pictures, photos and cartoons in combination with sound, voice and music to convey a sequence of events in imagined contexts
  • reading jokes or cartoons in Chinese and discussing how humour is conveyed through words and the presentation of ideas, comparing this to humour in English and discussing whether ‘entertainment’ means the same thing in different languages and cultures
  • reading short texts such as comics and cartoons, and matching labels and speech to the characters to convey ideas and emotions, for example, using euphemistic phrases to capture the emotions and reactions of characters (真的吗？真倒霉！哎呀！)
  • plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?

  VCZHC086 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC166

  Create narratives that express the everyday experiences of young people, experimenting with dialogue

  Elaborations

  • collaborating to prepare and present short dramatic or humorous performances that reflect situations or experiences drawn from their own Chinese cultural environment, such as generational and cultural differences encountered at home
  • creating songs or jingles to promote products, services or events in imaginative ways
  • creating written and multimodal narrative accounts of the life experiences of major historical figures or characters from literature, for example, 诸葛亮，孔子和他的学生
  • developing skills in drafting and editing own writing, collaborating with others to enhance stylistic and creative features of own written expression

  VCZHC166 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC150

  Create short narratives to express the experiences, thoughts and emotions of individuals in imagined contexts

  Elaborations

  • recounting an imagined encounter with a famous person, or reproducing a scenario where cultural misunderstandings create a humorous outcome
  • collaborating to create dramatic performances to retell classic Chinese stories, such as 《负荆请罪》, or famous stories in other cultures, such as 《丑小鸭》
  • creating narratives to describe imagined experiences, for example, a trip to China, including a visit with a homestay family or an adventure on the Great Wall, or the experiences of a Chinese student visiting Australia
  • creating stories in various literary styles (for example, 记叙文、散文、诗歌), experimenting with descriptive language to convey the intensity of characters’ emotions, and events , using written styles of language, for example 我看到好多漂亮的花，有粉红的，雪白的，真是太美了

  VCZHC150 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC214

  Create narratives to describe experiences involving imagined people and places

  Elaborations

  • collaborating with peers to perform a script from 儿童剧 or 情景剧 for younger year levels to engage them with the imaginative world
  • creating a script in response to a story from classical literature, such as 《草船借箭》, and considering how to convey the characters’ personality through language
  • creating own dramatic or humorous representations of people and events encountered in traditional or contemporary Chinese literature, drama or song
  • writing a creative account of an imagined experience involving Chinese visitors to the local community, such as hosting a Chinese student or taking a tour group to a local sporting event
  • creating a Chinese voice-over for a scene from an English language sitcom and experimenting with ways in which language, images, action and humour are used to enhance appreciation of the message
  • collaborating to create performances in which they assume an imaginary role, for example, a skit about celebrating Spring Festival, a simple lyric about school life, or a rap about being a student of Chinese
  • creating narratives that hold the attention of readers, for example, beginning a story with 你知道吗？ and experimenting with 正叙，倒叙，插叙 to sequence events
  • collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海》
  • using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
  • exploring how alternative words can be used to convey a range of attitudes and varying degrees of emotion towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!
  • comparing portrayals of a range of social groups in media, for example, how urban and rural communities and residents are portrayed in both traditional and contemporary texts
  • creating own narrative accounts of the life experiences of major historical figures or characters from literature, for example, 诸葛亮，孔子和他的学生
  • engaging and entertaining the audience through the use of devices such as humour, irony and metaphor, and embellishing ideas (for example, 猜猜我昨天干了什么？ as opposed to 昨天我), and building up to a climatic ending

  VCZHC214 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCZHC246

  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

  Elaborations

  • examining the ways in which information is presented across diverse Chinese-speaking communities, for example, viewing news reports of world events from Beijing, Taiwan and Singapore
  • evaluating how information is presented in diverse forms of media across cultures, for example, comparing the impact of live news reports involving interviews with witnesses, and newspaper articles on the same event
  • applying understanding of news articles and other formal text types to create own response to contemporary issues in Chinese-speaking communities

  VCZHC246 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC120

  Create simple bilingual vocabulary lists identifying and comparing vowel and consonant sounds in Chinese and English

  Elaborations

  • sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time
  • comparing ways of communicating and interacting in Chinese and English by identifying similarities and differences in features such as gestures, greetings, titles

  VCZHC120 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCZHC152

  Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context

  Elaborations

  • acting as interpreter for visitors from diverse backgrounds and communicating their message to speakers of other languages, applying strategies such as clarifying, rephrasing and explaining when mediating cultural concepts
  • using a range of resources to assist in creating a Chinese translation of a text, exploring the functions of print and digital translation tools and discussing their strengths and weaknesses

  VCZHC152 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCZHC216

  Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning

  Elaborations

  • viewing documentaries on historical events and figures and determining appropriate English equivalents for key terms with multiple meanings, for example, translating 运动 as ‘(political) movement’ rather than its more familiar meaning, ‘sport’
  • reading bilingual signs from a range of places, such as restaurants, shops, pools, schools, hospitals and construction sites, and evaluating the effectiveness of the English translations, and possible reasons for such interpretations
  • comparing word choices for signs across languages and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
  • observing others involved in interpreting meanings in bilingual contexts and identifying challenges and potential issues in mediation
  • expanding their own linguistic repertoire by exploring available choices to translate unfamiliar ideas when moving between languages, and reflecting on their own choices and preferences
  • experimenting with translations of extended texts, using a range of print and digital dictionaries and translation tools

  VCZHC216 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC134

  Create short personal narratives and performances of poetry, song, dance or drama which reflect the culture and traditions of the Chinese community

  Elaborations

  • creating performances in response to legends and other forms of culturally significant literature such as 《盘古开天辟地》, or segments of 《西游记》
  • creating simple narratives of the day in the life of a person, animal or fictional character (for example, 《小狗汪汪的一天》), sequencing events and using supporting images
  • using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走啊走啊走啊)
  • plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
  • considering alternative endings to well-known stories, using learnt sequences and teacher guidance

  VCZHC134 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHC037

  Engage with characters and points of view in short imaginative texts, express personal opinions and create simple spoken imaginative texts

  Elaborations

  • singing popular songs, exploring the intended meaning of lyrics and the use of stylistic devices such as 比喻 （我爱你,我爱你， 就像老鼠爱大米） or 重复 （我是女生，漂亮的女生，我是女生，爱哭的女生）
  • retelling stories read by the teacher in Chinese and sequencing actions (using 然后), or explaining the cause of an action (using 因为)
  • expressing personal opinions on TV programs or music videos, for example, 我很喜欢中国的 rap
  • participating in performances such as 诗朗诵 and applying specific prosodic features such as ‘tone flow’ (抑扬顿挫) to enhance the effect
  • creating short plays or skits and taking on roles in imagined scenarios such as a shopping trip, fashion show, or visiting or hosting a Chinese friend
  • reading short stories in groups, and summarising the story and conveying the emotions and opinions of characters using, for example, 最、非常、太
  • reading aloud phrases such as 哎呀！天哪！ that are used to highlight the characters reactions to situations or the actions of others.

  VCZHC037 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCZHC198

  Adapt events and characters from popular Chinese narratives for particular audiences and to create specific effects

  Elaborations

  • creating songs or jingles to promote products, services or events in imaginative ways
  • performing Chinese songs, experimenting with rhythm, voice, emotion and gesture to convey the songs’ intended sentiment and meaning and to enhance entertainment
  • exploring personal response to people, places, events and experiences within texts (for example, creating a diary entry from the perspective of a character encountered in a traditional story), and reflecting on language choices made
  • creating short narratives to capture the experiences, thoughts and emotions of characters in imagined contexts
  • creating digital stories by producing labels for pictures, photographs and cartoons, and presenting them in combination with sound, voice and music to convey a sequence of events
  • plotting a storyline in Chinese, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
  • creating narratives to describe imagined experiences in diverse contexts, based on sample topics and texts, for example, imagining a visit to China and recounting a visit to a homestay family or an adventure on the Great Wall, or describing experiences when a Chinese student comes to stay in Australia
  • creating stories in various literary styles (for example, 记叙文、散文、诗歌), experimenting with descriptive language to capture the intensity of characters’ emotions and to create tension, for example, 我看到好多漂亮的花，有粉红的，雪白的，真是太美了

  VCZHC198 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCZHC184

  Create and adapt bilingual texts for different settings and audiences, identifying the contextual and cultural challenges

  Elaborations

  • experimenting with different options, rephrasing until the most suitable meaning is conveyed, for example, translating 同学 as ‘classmate’ then changing it to ‘student’ or ‘peer’ as appropriate in the context （这是我的同学。 and 同学们好）
  • analysing information presented in context and being aware that what is not said also matters （言外之意), for example, 该来的人来了, implying that those who turned up earlier are 不该来的人
  • developing a deep understanding of the subtle meanings and uses of new words/phrases encountered, by comparing the ways in which words, grammar and idioms are explained in different reference sources, for example, how a 成语 is explained in English, compared to in a Chinese dictionary 成语字典 and on a 成语故事 website

  VCZHC184 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating