Students recognise the four tones and their Students understand that Pinyin represents spoken function in Chinese. language, and can map Pinyin against their own They are aware that there is a metalanguage to speech. They understand the contexts in which tones describe the distinct writing and speech systems in are expressed and those in which they are not. Chinese. They recognise features of the Chinese writing system, They compare English and Chinese consonant including the range of strokes and their sequences in and vowel sounds. character writing; and the relationship between They copy and characters and can identify key components and sound and meaning. components in familiar characters. They recognise Students develop skills in structuring their ideas in how their Chinese identity influences some of their sentences, including correct sequencing of time and language choices when interacting with familiar place. They describe features of Chinese language adults and peers. and culture, and compare how ideas are conveyed across languages and cultures. toward CURRICULUM AREA Languages/ CHINESE Background Language F-10 Sequence Level 6 Achievement standard – Context: Content Description: Chinese Level 4 Achievement Standard Chinese 6 Achievement Standard Example of Indicative Progress toward 6 Achievement Standard In Chinese, indicative progression towards the Level 6 achievement By the end of Level 4: By the end of Level 6: standard may be when students: Students use spoken and written Chinese to Students use spoken and written Chinese to maintain initiate interactions. interactions with familiar and unfamiliar people across They participate in short exchanges, for example, a growing range of situations (for example, to convey information, opinions and They organise and convey factual information and experiences (for example, and to share experiences in formal and informal access a range of print and digital media resources, situations, making appropriate choices of such as characters, words and pronunciation. They write characters, paying attention to shape, and They use demonstratives such as with stroke order and proportion. measure words and verbs to indicate agreement They transcribe spoken and sentences in Pinyin preferences and select appropriate simplified characters to match They respond to and create short imaginative, the sounds they hear. informative and persuasive texts for familiar They effectively use stress, tone and intonation to audiences and identified purposes. express emotion and opinion. Students select from known speech patterns to They respond to and create a range of short meet routine, procedural and informal informative, persuasive and imaginative texts for conversational needs. diverse audiences and purposes.
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.
VC_IP_CHINESE_BL_F-10.docx