Students recognise the four tones and their function in Chinese. They are aware that there is a metalanguage to describe the distinct writing and speech systems in Chinese. They compare English and Chinese consonant and vowel sounds. They copy and characters and can identify key components in familiar characters. They recognise how their Chinese identity influences some of their language choices when interacting with familiar adults and peers. Students understand that Pinyin represents spoken language, and can map Pinyin against their own speech. They understand the contexts in which tones are expressed and those in which they are not. They recognise features of the Chinese writing system, including the range of strokes and their sequences in character writing; and the relationship between components and sound and meaning. Students develop skills in structuring their ideas in sentences, including correct sequencing of time and place. They describe features of Chinese language and culture, and compare how ideas are conveyed across languages and cultures. CURRICULUM AREA – Languages/ CHINESE Background Language F-10 Sequence toward Level 6 Achievement standard Context: Content Description: Chinese Level 4 Achievement Standard Example of Indicative Progress toward 6 Achievement Standard Chinese 6 Achievement Standard By the end of Level 4: Students use spoken and written Chinese to initiate interactions. They participate in short exchanges, for example, They organise and convey factual information and share experiences in formal and informal situations, making appropriate choices of characters, words and pronunciation. They use demonstratives such as with measure words and verbs to indicate agreement preferences They respond to and create short imaginative, informative and persuasive texts for familiar audiences and identified purposes. Students select from known speech patterns to meet routine, procedural and informal conversational needs. In Chinese, indicative progression towards the Level 6 achievement standard may be when students: By the end of Level 6: Students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing range of situations (for example, to convey information, opinions and experiences (for example, and to access a range of print and digital media resources, such as They write characters, paying attention to shape, and stroke order and proportion. They transcribe spoken and sentences in Pinyin and select appropriate simplified characters to match the sounds they hear. They effectively use stress, tone and intonation to express emotion and opinion. They respond to and create a range of short informative, persuasive and imaginative texts for diverse audiences and purposes.
CURRICULUM AREA – Languages/ CHINESE Background Language F-10 Sequence toward Level 8 Achievement standard Context: Content Description: Chinese Level 6 Achievement Standard Example of Indicative Progress toward Level 8 Achievement Standard Chinese Level 8 Achievement Standard By the end of Level 6: Students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing of situations (for example, to convey information, opinions and experiences (for example, and to access a range of print and digital media resources, such as They write characters, paying attention to shape, and stroke order and proportion. They transcribe spoken words and sentences in Pinyin and select appropriate simplified characters to match the sounds they hear. They effectively use stress, tone and intonation to express emotion and opinion. They respond to and create a range of short informative, persuasive and imaginative texts for diverse audiences and purposes. They relate their own experiences to those presented in texts, for example, Sentences include the use of prepositions In Chinese, indicative progression towards the 8 achievement standard may be when students: By the end of Level 8: Students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, and experiences, for example, They select and discern tone patterns and atonality. Students respond to and create a range of texts (for example, showing an understanding of different audiences and purposes. Sentences generally contain two or more ideas connected by cohesive devices (for example, and use a range of time phrases (for example, sequence events and ideas. Students make comparisons (for example, and elaborate on and explain their opinions or actions using conjunctions, for example, They use stylistic devices (including and use to influence and persuade others. They move between English and Chinese to interpret and translate for different audiences. Students explain how changes in tone and tone combination impact on meaning.
CURRICULUM AREA – Languages/ CHINESE Background Language F-10 Sequence toward Level 10 Achievement standard Context: Content Description: Chinese Level 8 Achievement Standard Example of Indicative Progress toward Level 10 Achievement Standard Chinese Level 10 Achievement Standard By the end of 8: Students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, and experiences, for example, They select and discern tone patterns and atonality. Students respond to and create a range of texts (for example, showing an understanding of different audiences and purposes. Sentences generally contain two or more ideas connected by cohesive devices (for example, and use a range of time phrases (for example, sequence events and ideas. Students make comparisons (for example, and elaborate on and explain their opinions or actions using conjunctions, for example, They use stylistic devices (including and use to influence and persuade others. They move between English and Chinese to interpret and translate for different audiences. Students explain how changes in tone and tone combination impact on meaning. They describe culturally specific gestures and actions. They recognise diversity within the Chinese spoken and written language. They explain the differences in writing systems across languages. In Chinese, indicative progression towards the Level 10 achievement standard may be when students: By the end of Level 10: Students sustain extended exchanges with others (for example, and use Chinese to participate in shared activities, for example, They apply knowledge of rhythm, pitch, intonation, and voice projection, and move between traditional and simplified characters as appropriate to role, audience and purpose. Students interact with and create imaginative, persuasive and informative texts such as and in a range of generic formats, making choices with regard to audience and purpose, for example, They use Chinese to maintain social relationships with and interact with a diverse range of people across a variety of situations and contexts, using common colloquial expressions. They construct sentences using a range of structures to incorporate information and ideas, including relative and attributive clauses, conditionality and indefinite pronouns. Students compare information and ideas, explain or justify perspectives, and relate events using conjunctions. They apply a range of stylistic devices to engage and influence audiences, for example, Students explain how the traditional and simplified forms of the Chinese writing system convey meaning, and how ideographic cues can be used to extend meaning.