They can identify themselves as learners of languages. toward 4 Achievement standard CURRICULUM AREA Languages CHINESE Second Language F - 10 Sequence – 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: In indicative progression towards the Level 4 achievement By the end of Level 4: Chinese, standard may be when students: Students use spoken and written Chinese to Students use spoken and written Chinese in simple communicate with teachers and personal interactions with familiar participants about They participate in structured and routine self, family, people, places, routine, school life, and interactions, such as using using learnt their own interests and preferences, for example, sounds, formulaic phrases, and verbal and responses. They use appropriate pronunciation, tone, gesture and They respond to and receive information, for movement and some formulaic expressions. example, They use modelled questions to develop responses, for They follow simple instructions, including example, They respond to and create simple informative and They use the four of Chinese but not always imaginative texts for familiar audiences (for example, with accuracy. by selecting learnt words and characters. Students respond to short predictable imaginative Sentences are short and follow the basic and informative texts, expressing simple likes and structure with occasional use of adjective dislikes predicates, for example, They can match characters to the meanings and Learners use familiar words in Pinyin, or presented in sounds of familiar words, including numbers characters in texts. colours and family members
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.
VC_IP_CHINESE_SL_F-10.docx