They can identify themselves as learners of languages. CURRICULUM AREA – Languages CHINESE Second Language F - 10 Sequence toward 4 Achievement standard VCAA EXAMPLE Context: Students develop knowledge of Chinese language through a range of program content and language learning activities. The content is developed by teachers and will vary depending on the language program and interests and needs of students. The program of learning should include opportunities for students to talk and write about themselves and broader items of interest in Chinese; interact with others; learn about China, Chinese culture and Chinese-speaking communities; and undertake specific tasks and activities that are designed to systematically develop Chinese language skills and knowledge at a level appropriate to the learning skills of the students. Content may link to other areas of the curriculum where this approach supports language learning opportunities appropriate to the level. Chinese Level 2 Achievement Standard Example of Indicative Progress toward Level 4 Achievement Standard Chinese Level 4 Achievement Standard By the end of Level 2: Students use spoken and written Chinese to communicate with teachers and They participate in structured and routine interactions, such as using using learnt sounds, formulaic phrases, and verbal and responses. They respond to and receive information, for example, They follow simple instructions, including They use the four of Chinese but not always with accuracy. Students respond to short predictable imaginative and informative texts, expressing simple likes and dislikes They can match characters to the meanings and sounds of familiar words, including numbers colours and family members In Chinese, indicative progression towards the Level 4 achievement standard may be when students: By the end of Level 4: Students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, They use appropriate pronunciation, tone, gesture and movement and some formulaic expressions. They use modelled questions to develop responses, for example, They respond to and create simple informative and imaginative texts for familiar audiences (for example, by selecting learnt words and characters. Sentences are short and follow the basic structure with occasional use of adjective predicates, for example, Learners use familiar words in Pinyin, or presented in characters in texts.
They recognise and describe features of Chinese culture reflected in communication practices, and this knowledge to their own interactions with Chinese people. CURRICULUM AREA – Languages CHINESE Second Language F -10 Sequence toward Level 10 Achievement standard VCAA EXAMPLE Context: Students develop knowledge of Chinese language through a range of program content and language learning activities. The content is developed by teachers and will vary depending on the language program and interests and needs of students. The program of learning should include opportunities for students to talk and write about a range of topics in Chinese; interact meaningfully with others; manage information and opinions; learn about China, Chinese culture and Chinese-speaking communities, and use this information to communicate effectively with Chinese-speakers; and use and undertake specific tasks and activities that are designed to systematically develop Chinese language skills and knowledge. Content may link to other areas of the curriculum where this approach contributes significantly to language learning. Chinese Level 8 Achievement Standard Example of Indicative Progress toward Level 10 Achievement Standard Chinese 10 Achievement Standard By the end of Level 8: Students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, They summarise the main points of information about known content from a range of spoken and print sources (for example, and convey the relevant information in a range of texts. Students respond to and create simple imaginative and informative texts. Sentences generally contain two or more ideas connected by cohesive devices (for example, as well as time expressions (for example, and tense markers such as to sequence events and ideas. In Chinese, indicative progression towards the Level 10 achievement standard may be when students: By the end of Level 10: Students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students use pinyin to transcribe spoken texts and use characters to create written texts. They identify key ideas and compare information from multiple sources (such as to develop and substantiate their own position on topics of personal interest or issues of broader significance. They exchange ideas and opinions, for example, They speak with attention to pronunciation and tone.