toward CURRICULUM AREA Languages/ CHINESE Background Language F-10 Sequence Level 8 Achievement standard – Context: Content Description: Chinese Level 6 Achievement Standard Chinese Level 8 Achievement Standard Example of Indicative Progress toward Level 8 Achievement Standard In Chinese, indicative progression towards the 8 achievement standard By the end of Level 6: By the end of Level 8: may be when students: Students use spoken and written Chinese to Students use spoken and written Chinese to maintain maintain interactions with familiar and unfamiliar exchanges, to analyse and evaluate information, and people across a growing of situations (for to share opinions (for example, example, to convey and experiences, for example, information, opinions and experiences (for example, and to access a range of They select and discern tone patterns and atonality. print and digital media resources, such as Students respond to and create a range of texts (for example, showing an understanding of They write characters, paying attention to shape, different audiences and purposes. Sentences generally and stroke order and proportion. contain two or more ideas connected by cohesive They transcribe spoken words and sentences in devices (for example, and use a range of Pinyin and select appropriate simplified characters time phrases (for example, to match the sounds they hear. sequence events and ideas. They effectively use stress, tone and intonation to Students make comparisons (for example, express emotion and opinion. and elaborate on and explain their opinions or actions They respond to and create a range of short using conjunctions, for example, informative, persuasive and imaginative texts for They use stylistic devices (including and diverse audiences and purposes. use to influence and persuade others. They relate their own experiences to those They move between English and Chinese to interpret presented in texts, for example, and translate for different audiences. Sentences include the use of prepositions Students explain how changes in tone and tone combination impact on meaning.
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.
VC_IP_CHINESE_BL_F-10.docx