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Result list

• VCZHC084

  Locate factual information about life in other communities and about aspects of Australian life, including data from graphs and tables, and convey this information to known audiences

  Elaborations

  • locating and identifying key information in written texts such as timetables, calendars, brochures and advertisements, recognising familiar features of texts and organisation of content, and the word/phrase boundaries in sentences such as 我们学校/有/二百八十七/个/学生/
  • identifying the categories used to organise graphs and tables by considering common themes across examples listed, for example, deducing that the heading 国籍 means ‘nationality’ by determining the meanings of 中国，澳大利亚 in a table column
  • reading familiar text types such as shopping brochures, understanding particular phrases such as 八折, and working out the final price, with the support of online dictionaries and word lists
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist reading for overall meaning
  • presenting information in alternative formats to suit different purposes and the needs of the reader, for example, creating graphs or tables to categorise information when contrasting 澳大利亚和中国的地理

  VCZHC084 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHU222

  Recognise how gender, social class and age impact on language use in formal and informal contexts

  Elaborations

  • observing interactions between speakers and identifying examples of how language is adapted as the roles and positions of participants are established, for example, moving to more formal language once one participant is identified as a person of authority
  • reading texts such as 《人民日报》, and identifying words and phrases that are used to convey authority or objectivity, such as how to name students with different achievements (for example, 尖子生，中间生，临界生 优秀学生, 普通学生,后进的有潜力学生) in a report on school education
  • discussing the transferability of expressions and words across different settings, for example, following the debate on the use of internet language in education and in the media (for example, the use of 网络语言 in student’s 写作)
  • comparing the same meaning conveyed in speech and writing, (for example, in speech (你不可以进去) and on a sign (闲人免进)) and discussing why the language may vary, including aspects such as interactivity and authority

  VCZHU222 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU076

  Analyse and examine how effective authors control sentence structure and use language to engage their audience

  Elaborations

  • comparing the use of words that rely on interpretation of context to convey the intended meaning (such as 让、给), for example, listening to and reading several extracts from texts which use the same word in a different way
  • expressing conditions (for example, 如果…就); expressing cause and effect (for example, 为了…); and expressing the condition, quality or result of an action, for example, 坐得下、 说得对、 做完、买到
  • justifying opinions and building logical arguments by expressing additional information and providing reasons (for example, using 不但…而且…；除了…以外；另外), and introducing contrasting views to others using elements such as cohesive devices, for example, 不是…而是…；不过；虽然…但是…
  • exploring the ways in which language can be manipulated to make ideas more objective, for example, removal of personal pronouns and opinions
  • examining the use of noun phrases in Chinese and experimenting with omitting nouns (zero subjects) in their own communication
  • experimenting with the use of 成语 and famous sayings to substantiate ideas in Chinese
  • experimenting with 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我昨天买的书不太贵

  VCZHU076 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU206

  Differentiate features and apply rules for expressing meanings in spoken and written modes in different contexts

  Elaborations

  • exploring how the rules of word order can be altered in informal interactions, for example, noticing that the time can be placed at the end of sentences in speech but not in writing
  • matching the use of 成语 and 俗语 to appropriate contexts, for example, 夕阳西下 is normally used in written language while 猪八戒照镜子——里外不是人 tends to be used in spoken contexts
  • analysing how language is used differently in public texts across different Chinese-speaking regions, for example, the use of traditional versus simplified character forms in overseas Chinese newspapers; word choices and ways of reporting on controversial issues
  • identifying variability in language used in different contexts, for example, interacting in the supermarket, at the doctor’s surgery, or when visiting a friend or relative
  • recognising language choices that reflect varying levels of formality as appropriate to context, and applying this to their own interactions (for example, 爷爷 and 祖父, 累死了 and 非常疲惫)

  VCZHU206 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCZHU174

  Understand how language is used to reflect different roles, relationships, settings and values and modify language use in diverse contexts

  Elaborations

  • observing interactions and identifying examples of how language is adapted as the roles and positions of participants are established, for example, moving to more formal language once a participant is identified as a person of authority
  • reading texts such as 《人民日报》, and identifying words and phrases used to establish authority, objectivity and the purpose of interaction
  • noticing and describing differences in accent and dialect when listening to Chinese speakers from diverse regions
  • exploring the use of l as a lingua franca in Chinese-speaking communities, and identifying terms used in different regions to express a similar idea, for example, 普通话 versus l versus 高手
  • interpreting the relationships of participants in a spoken interaction by observing word choices and gestures, for example examining what titles are used for individuals in Chinese (for example, 老张 / 张校长/张小明)
  • comparing 褒义词，贬义词 and 中性词 and the contexts they are used in, for example, the differences between 聪明 and 滑头

  VCZHU174 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• VCZHC003

  Locate information about family and familiar events from spoken and visual sources and convey this information in simple visual and oral texts

  Elaborations

  • using teacher scaffolding (for example, ‘We are going to listen for the information about the boy’s family members: what words might be used?’) to predict content before listening to spoken texts
  • matching information heard with pictures or other visual clues, such as identifying colours and fruit in game and real-life situations
  • sequencing pictures to describe events, guided by the teacher
  • responding to questions and retelling information obtained from listening to and viewing scaffolded models of texts, such as a video clip or an avatar of a Chinese student
  • practising tone, actions and gestures that support meaning to share information
  • expressing preferences, for example, 喜欢，不喜欢

  VCZHC003 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHC052

  Locate, classify and organise relevant information, including analysing data in simple diagrams, tables and graphs, and re-present this information for known audiences

  Elaborations

  • comparing travel brochures to identify places of interest, public transport information and activities
  • recognising the word/phrase boundaries in 我们学校/有/二百八十七个学生 and applying knowledge of Chinese information-sequencing rules, for example, using the knowledge that Chinese speakers organise information from most general to most specific in order to locate details in a Chinese address
  • identifying the common organising categories in tables or graphs, for example, deducing that 国籍 means ‘nationality’ by determining the meanings of 中国，澳大利亚 etc. in a table column

  VCZHC052 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCZHU261

  Analyse the language of different media and examine the ways in which media use language to persuade and influence others

  Elaborations

  • evaluating the impact of word choices (for example, 百衣百顺 for steam iron; 自然最健康，绿色好心情 for instant noodles) and discussing features of advertising language （广告词）, for example, 简洁， 对仗，谐音，and how it relates to the brand and product
  • viewing samples of 公益广告 for charity and non-profit organisations, and analysing the different ways in which imagery, voice and language use are combined, and the effect of these stylistic choices, for example, 好感型，优质型 and 励志型

  VCZHU261 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU078

  Explain the dynamic nature of the Chinese language and how changes over time are influenced by local and global contexts and cultures

  Elaborations

  • recognising traditional characters encountered in the local Chinese community and making note of the simplified character version
  • exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms, for example, whole simplifications (为-為), part substitutions (汉-漢) and half simplifications (说-說)
  • exploring the role of code-switching by Chinese speakers, including the use of acronyms and English words, and how Chinese authorities are trying to limit the use of these terms in the media

  VCZHU078 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU111

  Explore the role of tradition in contemporary language use and how languages change over time

  Elaborations

  • exploring the use of classical language such as 成语 and how this refines the style of writing when comparing 口语 and 书面语, for example, 她很漂亮 and 她貌美如花
  • reading texts consisting of 名人名言 (for example, 孔子说…), and discussing the cultural meaning of the quote and how it is relevant to contemporary language use, including why it is still quoted widely in modern writing, for example, 三人行必有吾师
  • exploring the nature of common idioms (成语), identifying their meanings and recognising how they can be used to add a sense of style to everyday communication, for example, 年年有余、人山人海
  • examining how globalisation is impacting on Chinese values and language use, for example, how responses to praise are shifting to reflect a western concept of gratitude (谢谢) rather than the modesty of the past (哪里哪里)
  • exploring the ways in which English words and phrases are incorporated into everyday communication in Chinese in digital media, for example, English expressions of emotion used in chat forums and text messaging (去 happy 吧), and Pinyin abbreviations replacing characters ( L P = 老婆)
  • investigating the use of internet language, including numerical representations of words (55555 = 呜呜他在哭) as a means of private communication among youth
  • examining how the adaptation of words reflects and encourages change, for example, gender equality is reflected in the use of 妳 to acknowledge females and 他 to include both men and women

  VCZHU111 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU059

  Interpret texts by inferring meaning from common character components or position of components, and analyse how reliable this method is in translating

  Elaborations

  • estimating the probable sound and meaning of characters based on understanding of familiar radicals and phonetic sides when reading unfamiliar texts, for example, 鸡 鸭 鹅 莺； 但 担 旦 胆
  • analysing characters containing a common component or side, for example, explaining the features of position, phonetic function and range of sounds in the characters 请 清 情 晴 精 睛 猜
  • describing characters to classmates by naming their components or sides in sequence, for example, 亻 (‘standing man’) on the left, 言 (‘words’) on the right ＝ 信
  • exploring the use of diverse character-morphemes to express similar ideas (for example, identifying multiple characters for ‘food’ — 饭、菜、食、餐), and organising and classifying words containing these characters to understand their context of use, for example, 早饭、中国菜、食物、餐厅
  • recognising the two-syllable preference in Chinese nouns, and applying this understanding when reading for meaning in words with suffixes such as 学校、学生、学习
  • exploring the nature of common idioms (成语) and inferring their meanings based on the meanings of individual morphemes and contexts of use, for example, 年年有余、人山人海

  VCZHU059 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• 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

• 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

• VCZHC151

  Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English

  Elaborations

  • reading Chinese texts such as advertisements and signs that include the translation of some words or phrases, and engaging in class discussion about the merits of translations and alternative ways of representing the meanings expressed in the texts
  • reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English which may not be readily translated and discussing possible reasons for this
  • observing interactions between speakers of Chinese and attempting to describe the interaction in English, discussing personal interpretations of the meanings conveyed and the cultural messages implicit in the interaction, for example, watching an interaction between a teacher and students in China and contrasting with their own experience in Australia
  • explaining culture-specific concepts such as humility (谦虚) to people from different cultural backgrounds, including examples of when and how 谦虚 should be shown and how it is understood by participants of the communication, for example, when accepting/rejecting appraisal

  VCZHC151 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCZHC133

  Respond to simple fables and legends through discussion of characters and events

  Elaborations

  • engaging with entertainment designed for young children such as TV programs, songs, plays, and games in digital media, and evaluating such forms of entertainment, for example, 我喜欢这首歌,因为它的歌词很美
  • discussing depiction and features of characters in various forms of entertainment, such as differences between characters and how these differences are demonstrated, for example, in the cartoon 《喜羊羊和灰太狼》
  • reading aloud or reciting traditional texts such as poems and rhymes (for example 《咏鹅》 、《静 夜思》、《四和十》), paying attention to pronunciation, prosody and emotion and explaining key ideas in Chinese
  • participating in shared reading and identifying how familiar words are used to express meanings in new contexts, for example, 盘古的眼睛变成太阳， 头发变成星星，血液变成江河湖海
  • presenting stories to peers, paying attention to storytelling techniques such as 停顿; 语气语调; 抑扬顿挫

  VCZHC133 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCZHC232

  Identify challenges in and techniques for mediating between Chinese and English

  Elaborations

  • discussing cultural connotations of words that express emotions, such as 幸福 versus ‘happy’; 怎么回事? versus ‘What’s wrong?’
  • defining equivalence and finding examples of concepts in Chinese and English which are unable to retain the original meaning when translated into the other language
  • translating terminology from other learning areas from English into Chinese and vice versa, for example, science, mathematics and social science concepts and terms
  • viewing extracts of Chinese films with their English subtitles, identifying alternative English translations and hypothesising reasons for choices made by professional translators
  • exploring English translations of Chinese colloquial language and vice versa, and discussing the complexities of capturing the meaning and sentiment conveyed by the original

  VCZHC232 | Languages | Chinese | First Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• VCZHC071

  Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not

  Elaborations

  • identifying core values implicit in interactions in Chinese and explaining these to English speakers, for example, describing the language of celebration, including the origins, significance and meanings of commonly used expressions such as 福如东海、年年有余
  • describing interactions, showing consideration of 面子, and discussing the differences in the significance of 面子 when the interaction occurs interculturally
  • interpreting key ideas conveyed in Chinese texts, discussing how to maintain the sentiment and intention of authors when retelling or summarising these in English, and understanding why this is important in translation
  • reading everyday Chinese texts encountered in shop brochures, product packaging and advertising; identifying challenges involved in conveying meaning in English; and explaining word choices and textual features employed to enhance meaning

  VCZHC071 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC102

  Respond to and create or adapt simple narratives that describe experiences and characters from folk tales or popular fiction

  Elaborations

  • composing a creative account of an imagined experience with Chinese visitors to the local community, for example, hosting a Chinese student or taking a tour group to a local sporting event
  • creating narratives that hold the attention of readers (for example, beginning a story with 你知道吗？), experimenting with 正叙，倒叙，插叙 to sequence events and using descriptive language to set the scene
  • collaboratively creating short plays describing the experiences of imagined characters in different cultures, for example, 《James在上海》
  • exploring how alternative words can be used to convey varying degrees of emotion and attitude towards people, places and events, for example, 我真高兴。你快乐吗？他很幸福!
  • taking on a role in a story and retelling the story from one character’s perspective, describing their feelings and emotions, for example, 我真高兴！ 太棒了！ 哎哟，吓死我了！

  VCZHC102 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating