Years 7 and 8 Chinese

The nature of the learners Students understand the ways in which they use more than one language in their daily lives. They understand the differences between the Chinese and English oral and written language systems and begin to extend their knowledge …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 9 and 10 Chinese

The nature of the learners Students extend their knowledge of language structures and text organisation through reading and viewing authentic material and discussing how to apply new learning to their own communication. They explore the nature of their …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHC215

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

Elaboration (4) | ACLCHC215 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHC200

observing interactions between speakers of Chinese and describing the interaction in English, including features of prosody as well as language

Elaboration (2) | ACLCHC200 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC201

using a range of resources to assist in creating a Chinese translation of an English language text, exploring the functions of print and digital translation tools and discussing their strengths and weaknesses

Elaboration (1) | ACLCHC201 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 9 and 10

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 …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC202

comparing how language and gesture are used to communicate in English and how these features would be understood when interacting with Chinese people; identifying how their communication style may need to be altered when conveying ideas in Chinese

Elaboration (3) | ACLCHC202 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHU208

recognising the influences of other languages and cultures on the Chinese language (for example, and the use of code-switching), and exploring how language choice (such as communicating in regional Chinese, English, standard Chinese or youth slang) indicates …

Elaboration (1) | ACLCHU208 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU208

Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time

Elaborations ScOT Terms

ACLCHU208 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC200

Translate short texts and identify words and phrases in Chinese that do not readily translate into English[Key concept: equivalence; Key processes: comparing, translating]

Elaborations ScOT Terms

ACLCHC200 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU206

Identify how information and ideas are organised in a range of genres, and compare the textual features of narratives in Chinese and English to determine features which are distinctive to Chinese

Elaborations ScOT Terms

ACLCHU206 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHC218

varying their language use when engaging with participants from different cultural backgrounds, for example, opening a speech in Chinese with 中国有一句俗语… when in English they would open a speech with some humour

Elaboration (4) | ACLCHC218 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC216

Translate a range of simple Chinese texts and identify how some concepts can be mediated readily between Chinese and English and some cannot[Key concept: equivalence; Key processes: comparing, translating, explaining]

Elaborations ScOT Terms

ACLCHC216 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC217

Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning[Key concepts: audience, context, social distance, bilingualism; Key processes: identifying, translating, interpreting]

Elaborations ScOT Terms

ACLCHC217 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC218

Reflect on how conventions of speech and particular Chinese cultural concepts can influence communication style when using both English and Chinese[Key concepts: face, public, private; Key processes: adjusting, analysing]

Elaborations ScOT Terms

ACLCHC218 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to sustain interactions in their personal and social worlds (for example, 你叫什么名字？你多大了？你住在哪个城市？,不对，我是说… and 老师，我可以用电脑吗？), making appropriate language choices for different roles, relationships …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU223

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

Elaborations ScOT Terms

ACLCHU223 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU209

Discuss ways in which language choices indicate aspects of social position (such as class, gender and ethnicity) and inhibit or encourage others’ involvement or sense of belonging

Elaborations ScOT Terms

ACLCHU209 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU224

Explore the significance of tradition in 名人名言 and 经典 and examine contemporary influences on language use

Elaborations ScOT Terms

ACLCHU224 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC200

reading children’s stories in bilingual form and identifying which ideas in Chinese and English may or may not translate directly

Elaboration (1) | ACLCHC200 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum