Years 9 and 10 Chinese

The nature of the learners Students integrate elements of both their Chinese and Australian cultures into their understanding of the ways people behave and use language. They explore the nature of their dual identities and bilingual capabilities. They …

Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 9 and 10

By the end of Year 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… …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC179

Investigate different interpretations of contemporary and historical events and people[Key concept: perspective; Key processes: evaluating, researching]

Elaborations ScOT Terms

ACLCHC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC181

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[Key concept: perspective; Key processes: processing, informing]

Elaborations ScOT Terms

ACLCHC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC182

Interpret representations of people and events encountered in contemporary and traditional Chinese performance[Key concepts: entertainment, representation; Key processes: interpreting, adapting]

Elaborations ScOT Terms

ACLCHC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC183

Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song[Key concepts: classical, contemporary, literature; Key processes: evaluating, expressing] …

Elaborations ScOT Terms

ACLCHC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHC177

listening to guest speakers such as ambassadors for Asian literacy or other inspirational young people who are engaged with Chinese language learning, and discussing their experiences and achievements

Elaboration (4) | ACLCHC177 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (5) ACLCHC178

designing a campaign to promote and persuade people to join a community organisation, for example, creating slogans such as 加入澳洲华人青年会，你会认识更多的朋友！

Elaboration (5) | ACLCHC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHC183

collaborating with peers to create own dramatic or humorous representations of people and events encountered in traditional and contemporary Chinese literature, drama or song

Elaboration (2) | ACLCHC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (5) ACLCHC183

creating written and multimodal narratives, poems and reflective journals about people, places and communities in the Chinese-speaking world

Elaboration (5) | ACLCHC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum