toward CURRICULUM AREA Languages/ CHINESE Background Language F-10 Sequence Level 10 Achievement standard – Context: Content Description: Chinese Level 8 Achievement Standard Chinese Level 10 Achievement Standard Example of Indicative Progress toward Level 10 Achievement Standard In Chinese, indicative progression towards the Level 10 achievement By the end of Level 10: By the end of 8: standard may be when students: Students sustain extended exchanges with others (for Students use spoken and written Chinese to example, and use Chinese to maintain exchanges, to analyse and evaluate participate in shared activities, for example, information, and to share opinions (for example, and experiences, for example, They apply knowledge of rhythm, pitch, intonation, and voice projection, and move between traditional and They select and discern tone patterns and simplified characters as appropriate to role, audience atonality. Students respond to and create a range and purpose. of texts (for example, showing an Students interact with and create imaginative, understanding of different audiences and persuasive and informative texts such as purposes. Sentences generally contain two or and in a range of generic more ideas connected by cohesive devices (for formats, making choices with regard to audience and example, and use a range of time purpose, for example, phrases (for example, sequence events and ideas. They use Chinese to maintain social relationships with Students make comparisons (for example, and interact with a diverse range of people across a and elaborate on and explain their opinions or variety of situations and contexts, using common actions using conjunctions, for example, colloquial expressions. They use stylistic devices (including They construct sentences using a range of structures and use to influence and persuade others. to incorporate information and ideas, including relative They move between English and Chinese to and attributive clauses, conditionality and indefinite interpret and translate for different audiences. pronouns. Students compare information and ideas, Students explain how changes in tone and tone explain or justify perspectives, and relate events using combination impact on meaning. conjunctions. They describe culturally specific gestures and They apply a range of stylistic devices to engage and actions. influence audiences, for example, They recognise diversity within the Chinese Students explain how the traditional and simplified spoken and written language. forms of the Chinese writing system convey meaning, They explain the differences in writing systems and how ideographic cues can be used to extend across languages. 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.
VC_IP_CHINESE_BL_F-10.docx