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• VCZHC018

  Exchange simple correspondence with teachers and peers to contribute suggestions and arrange activities

  Elaborations

  • exchanging simple correspondence such as notes, postcards and text messages
  • using ICT to adapt or create drawings to support written communication in cards, posters and visual displays
  • adapting teacher-modelled language and using word lists to correspond with others, for example, creating cards to express good wishes and season’s greetings to friends and family members (生日快乐, 母亲节快乐)

  VCZHC018 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCZHC004

  Locate and present information about familiar objects, people and personal interests using visual and contextual cues

  Elaborations

  • tracing, copying and practising using individual characters, such as the numbers 1–10 ( 一， 二， 三， 四， 五…)
  • cutting and pasting characters from a provided set to make a mini book
  • selecting characters to label pictures and make a greeting card or postcard

  VCZHC004 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCZHC114

  Collaborate with others in group activities and contribute to learning activities

  Elaborations

  • making suggestions when working together and allocating jobs for members of group, for example, 我们一起唱吧；我们唱，你跳舞
  • following the teacher’s instructions and responding to questions with reasons (for example, 我不高兴, 因为我累了), using language appropriate to class context (for example, 老师，我写完了) and making requests in an appropriate manner, for example, 老师，我可以喝水吗？
  • including others and recognising participants in group work, for example, Lisa 是我的好朋友; 我们组有…
  • making cards for special cultural events such as Chinese New Year or personal events such as birthdays, copying short good wishes from modelled text, for example, 生日快乐
  • recognising and copying characters relating to various events described in books, and noticing the formation of characters and spacing
  • collecting examples of common Chinese characters found in familiar settings such as signs and labels, for example, 八 (8), 面 (noodles), 春 (spring)
  • creating drawings to support written communication in cards, posters and visual displays

  VCZHC114 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCZHC113

  Initiate interactions, make requests and establish relationships with teachers and peers

  Elaborations

  • introducing oneself to initiate conversation for example, 我叫 Johnny， 我的中文名字叫小强，你叫什么？, interacting with teachers and classmates, sharing ideas about familiar topics such as family (for example, 我有一个姐姐，一个弟弟) and daily life, for example, 我妈妈会做饺子
  • responding to questions about and describing features of their own world (for example, 我的学校不大) and seeking more information by asking questions such as 你是 Emily 的妹妹吗？
  • using pictures and prompt cards to participate in conversations
  • introducing classmates (for example, 我叫 Anna 。我五岁) and expressing gratitude, for example, 谢谢

  VCZHC113 | Languages | Chinese | Background Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCZHC001

  Participate in class routines, structured conversations and activities using teacher-modelled tones and rhythms

  Elaborations

  • reproducing the sounds used in greetings, for example, 早, 你好，王老师,、 再见
  • listening to and engaging with the rhythms and sound patterns in conversations with teachers and peers, mimicking and practising the tones
  • responding to teacher talk and instructions, for example, 站起来 and 请坐
  • participating in games through action, for example, Simon Says (老师说)
  • using pictures and prompt cards to participate in conversations
  • introducing classmates (for example, 我叫Anna。我五岁) and expressing gratitude, for example, 谢谢
  • learning to use gesture in communication to help convey meaning, for example, using Chinese finger gestures to show numbers
  • sharing personal information about oneself and family with peers, for example, 我有弟弟。我爱我的妈妈

  VCZHC001 | Languages | Chinese | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCZHC085

  Express opinions about imagined characters and events seen and heard in contemporary media and performances, and create own portrayals of characters using gesture, action, stress, and modelled phrases

  Elaborations

  • watching segments of texts in Chinese, such as popular music videos from various sources of media, and expressing personal opinions, for example, 我觉得…很有意思
  • performing Chinese songs and experimenting with rhythm, voice, emotion and gesture to convey the intended sentiment and meaning of songs and rhymes and enhance performance
  • comparing stories and characters in both Chinese and Australian popular media, and exploring themes and topics that interest young people from different cultural backgrounds, such as 澳大利亚的年轻人也很喜欢看动作片。成龙很有名
  • creating short plays or skits and taking on roles in imagined scenarios such as visiting or hosting a Chinese friend, a shopping experience or a fashion show
  • assuming the role of a young Chinese person in the performance of a play about, for example, celebrating Chinese New Year
  • creating and performing a rap about learning Chinese, experimenting with voice, gesture and action to convey different emotions and attitudes, including use of word stress to alter the way meaning is expressed and interpreted, for example, exploring the implications of expressing 不要 with varying degrees of volume and emphasis

  VCZHC085 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | 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

• Languages | Chinese: Resources

  A range of resources to assist teachers implementing the Victorian Curriculum F–10 are available. Please visit the following websites to access these resources (links open in a new window). For general advice and information regarding the Victorian Curriculum F–10, FAQs, professional...

  Overview material | Chinese

• Languages | Chinese: Learning in Chinese

  Chinese language learning

  China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken language of the Han people, or Zhongwen, the written language of China. In Taiwan it is more usually called...

  Overview material | Chinese

• VCZHC049

  Initiate and sustain interactions with peers and familiar adults to plan and arrange activities or social events in the context of the school or local community, and vary spoken language in response to the needs and demands of other participants

  Elaborations

  • participating in conversations about personal experiences, expressing opinions about what is common to these experiences, for example, 我们的老师教我们很多东西。我们都很喜欢他
  • comparing feelings about music, TV programs or sports, and asking questions to seek ideas, request repetition, clarify meaning (for example, 你喜欢看电视，不是吗？) and enhance mutual understanding, for example, A: 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有意思。B: 古典音乐怎么样？古典音乐也不错
  • negotiating with peers in relation to school policies and procedures, by affirming, accepting, clarifying, suggesting and recommending, for example, 小明，明天去动物园要穿校服吗？
  • visiting Chinese-owned stores in the local area and specifying number or nature of items required; requesting, negotiating and accepting prices; and completing transactions, for example, 我们什么时候去…？， 我们去哪儿买？， 我们要买什么？
  • participating in class role-plays of shopping scenarios, including expressing opinions about quality of goods (for example, 这条红色的裤子真好看), making comparisons with the same product or service from other retailers or service providers (for example, 他要一百块，你要一百三十块), and expressing satisfaction or dissatisfaction with price, for example, 太贵了
  • negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging ideas and opinions of others and expressing agreement (for example, 好的) or disagreement, and offering alternatives, for example, 我觉得巧克力不好，考拉拼图怎么样？

  VCZHC049 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCZHC210

  Participate in planning and presenting a social or cultural event, negotiating options and solving problems

  Elaborations

  • designing a campaign to promote a community organisation and persuade people to join, for example, creating slogans such as 加入澳洲华人青年会，你会认识更多的朋友！
  • asking open questions, inviting others to elaborate their ideas and restating to confirm understanding, for example, 请说一下您为什么决定…？为了保护环境，你一般做什么？你已经说过…；你说的是…，对不对？
  • considering how the use of a polite tone and respectful language when making a complaint may empower both speaker and listener to achieve a positive outcome, and how advice may be given in a non-judgmental way, for example, 你最好/我觉得你应该/我知道…对你很重要，可是… rather than 你一定要/如果你…，就…/你太…
  • negotiating to achieve desired goals by asserting, conceding, and expressing obligation (for example, 必须、一定要) or absence of choice （for example, 没办法、不得不）in an appropriate manner
  • participating in organised visits to Chinese-owned stores in the local area; specifying the quantity or nature of items required; requesting, negotiating and accepting prices; and completing transaction
  • participating in shopping scenarios with classmates, expressing opinions about qualities of goods (for example, 这个红色的裤子真好看), making comparisons with other retailers or service providers (for example, 他要一百块，你要一百三十块) and expressing satisfaction or dissatisfaction with price, for example, 太贵了
  • negotiating with classmates to determine an appropriate gift for an overseas visitor, acknowledging others’ ideas and opinions, and offering alternatives, for example, 这件大衣太大了，我不要，我看一看那件吧
  • acknowledging the ideas and opinions of others and expressing agreement (for example, 好的、 我同意), disagreement (for example, 对，可是), excitement (for example, 太好了) or disappointment (for example, 真可惜) when interacting with others

  VCZHC210 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC146

  Take action, resolve issues, make shared decisions and organise shared experiences

  Elaborations

  • collaborating to decide on a menu for a class lunch and negotiating items, prices and delivery with a local restaurant, for example, 大家都喜欢吃春卷，那么每个人一个春卷，我们需要二十五个
  • locating suppliers of Chinese learning materials through websites and other sources, for example, 你这本书是在哪儿买的？我们班要买一套图书，中国城的那家中文书店怎么样？ to select a class set of readers
  • listening to or viewing community media such as local Chinese radio or television, and participating in advertised activities, for example, a singing competition or locally organised events
  • researching and arranging a visit by an expert (such as a calligrapher or a taiji master) to visit class and share knowledge to promote Chinese learning in school community
  • captioning bilingual posters to promote community events (such as Chinese New Year celebrations, lion dance performances, visiting performers) and school activities, such as cultural days, assembly items or grandparents’ day
  • creating posters and fliers to promote cultural events to the local Chinese community, such as 悉尼艺术节，XXX音乐剧
  • producing a paragraph in the school newsletter to promote an upcoming event

  VCZHC146 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• 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

• 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

• VCZHC087

  Translate simple texts from Chinese to English and vice versa, identifying words and phrases in Chinese that do not readily translate into English, using contextual cues, action and gesture to assist translation

  Elaborations

  • translating English texts into Chinese, focusing on overall meaning, and identifying how best to interpret key words, for example, the use of 是 after first-, second- and third-person pronouns; numbers with measure words; possessives with 的; plurals
  • identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to include the culturally attached value when expressing the meaning of these symbols in English
  • learning how to look up unfamiliar characters and words in bilingual dictionaries, and experimenting with different online dictionaries and translation tools to investigate how specific meanings are rendered into English
  • translating public texts in Chinese (for example, signs in shops and restaurants) into English and explaining their possible meaning and purpose, for example, translating the sign 休息中 on an unlit shop window to mean ‘closed’ instead of its literal translation, ‘resting’
  • using etiquette phrases within appropriate contexts and discussing whether the translation of 对不起 is the same across contexts, for example comparing its meaning in 对不起，让一让 and 对不起，我错了

  VCZHC087 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• VCZHU094

  Recognise diversity in Chinese language use within different communities and regions, such as dialects, and local languages and character systems

  Elaborations

  • exploring ways Chinese language use is fostered among local communities and the use of Chinese in local media such as community radio, TV, newspapers and magazines
  • identifying examples of Chinese language used in commercial shop signs, advertisements, food and product packaging, and public notices in local areas, and exploring diversity in Chinese character texts by viewing texts containing diverse styles and fonts, including calligraphy scripts, handwriting and digital fonts
  • exploring the range and distinctiveness of different dialects in Chinese-speaking communities, including those dialects regularly used in the local community
  • knowing that China’s minority nationalities have their own languages and exploring the issues in language maintenance in such contexts

  VCZHU094 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• VCZHC036

  Locate key points in written informative texts, summarising the points to report to known audiences

  Elaborations

  • locating key information in texts such as timetables, calendars, brochures or advertisements, using clues such as organisation of content, for example, 星期一，星期二 etc. listed on the top row of a timetable
  • reading familiar texts, such as shopping catalogues, understanding key phrases such as 八折, and working out the final price of an item
  • recognising markers of time (for example, 第二天) in a sequence of events to monitor information flow and assist with reading for overall meaning
  • creating a poster to convey information to Chinese peers (for example, about a local city or popular tourist site) with pictures, maps, data, words and sentences
  • selecting from word lists to create informative texts such as signs, slogans and notices, using electronic tools such as a digital dictionary to extend own expression

  VCZHC036 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• 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