Issues, perspectives, contexts and The following issues, perspectives, contexts and texts are prescribed for both Year 11 and Year 12. Issues and perspectives Issues Perspectives Young people and their relationships Students will consider relationships with family, their connections with friends and the influence of international popular youth culture on young people. Traditions and values in a contemporary society Personal: individual identity Students will consider how the traditions and values of Chinese-speaking communities are maintained in multicultural environments and in a changing society. Community: connections with The changing nature of work Chinese-speaking communities Students will consider how advances in communication technologies and locally, regionally and worldwide changes in expectations and aspirations affect future study and employment. The individual as a global citizen International: connections with the Students will consider a range of global issues, such as environmental world as a global citizen. concerns and the impact of global events on individuals and society. Chinese identity in the international context Students will consider the place of Chinese-speaking communities in the world, including migration experiences both locally and internationally. Contexts and texts The way language is used and its interpretation, vary according to contexts of language use. The contexts specified in this course also provide parameters from which to select texts, which provide students with a range of authentic examples of how language is used. It is necessary for students to engage with a range of authentic texts in Chinese, either in their original or adapted form, relevant to the content of the course. The following table shows texts aligned to the contexts. In school-based assessment and the external examination, students may be expected to produce and/or respond to the text types listed below. Contexts Texts (suggested alignment to contexts) advertisement interview Social and Community Settings: such as announcement journal entry home, family, school, workplace, the application letter Internet blog posting narrative account commentary personal profile description poem Contemporary Literature and the Arts film or TV program (excerpts) review novel or play (extracts) short story song article recount Media: such as television, newspapers, commentary report radio, the Internet discussion review interview speech/talk (scripted) Linguistic resources Grammar and characters
Issues, perspectives, contexts and The following issues, perspectives, contexts and texts are prescribed for both Year 11 and Year 12. Issues and perspectives Issues Perspectives Young people and their relationships Students will consider relationships with family, their connections with friends and the influence of international popular youth culture on young people. Personal: individual identity Community: connections with Chinese-speaking communities locally, regionally and worldwide International: connections with the world as a global citizen. Traditions and values in a contemporary society Students will consider how the traditions and values of Chinese-speaking communities are maintained in multicultural environments and in a changing society. The changing nature of work Students will consider how advances in communication technologies and changes in expectations and aspirations affect future study and employment. The individual as a global citizen Students will consider a range of global issues, such as environmental concerns and the impact of global events on individuals and society. Chinese identity in the international context Students will consider the place of Chinese-speaking communities in the world, including migration experiences both locally and internationally. Contexts and texts The way language is used and its interpretation, vary according to contexts of language use. The contexts specified in this course also provide parameters from which to select texts, which provide students with a range of authentic examples of how language is used. It is necessary for students to engage with a range of authentic texts in Chinese, either in their original or adapted form, relevant to the content of the course. The following table shows texts aligned to the contexts. In school-based assessment and the external examination, students may be expected to produce and/or respond to the text types listed below. Contexts Texts (suggested alignment to contexts) Social and Community Settings: such as home, family, school, workplace, the Internet advertisement announcement application blog posting commentary description interview journal entry letter narrative account personal profile Contemporary Literature and the Arts film or TV program (excerpts) novel or play (extracts) poem review short story song Media: such as television, newspapers, radio, the Internet article commentary discussion interview recount report review speech/talk (scripted) Linguistic resources Grammar and characters
Chinese-Background-Language-Y11-and-Y12-Syllabus-ATAR.DOCX