Years 9 to 10
Languages
ASLANCHIBFL7-1Y910
Years 9 to 10 Chinese Achievement Standard
10 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 10, students initiate and extend interactions in Chinese language to exchange and compare ideas, opinions and experiences about their own and others’ personal worlds. They incorporate non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They evaluate and synthesise information and ideas in texts and demonstrate understanding of different perspectives. They interpret, translate and analyse information, and respond in Chinese or English, adjusting language to convey meaning. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They enhance the cohesion of their spoken and written texts through the strategic use of language devices and structures.
Students understand and apply nuances of spoken language to extend fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Chinese, to discuss how this learning influences their ideas and ways of communicating.
Background and first language learners · Years 7 to 10 sequence
The 10 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 10, students initiate and extend interactions in Chinese language to exchange and compare ideas, opinions and experiences about their own and others’ personal worlds.
Content descriptorAC9LCH10EC01 Communicating meaning in Chinese
initiate, sustain and extend exchanges in a range of contexts, responding to ideas, opinions and perspectives about their own and others’ personal worlds
Elaborations (8)
- Elaboration applying strategies to sustain face-to-face and secure online conversations, or to prompt feedback on alternative views in a polite way, for example, using open-ended questions such as 大家觉得这个想法有什么好处？
- Elaboration applying effective strategies in a debate, summarising key information and presenting a balanced and reasoned argument, for example, 听了大家的想法后， 我们也想说说我们的想法 ... (BL) 听了大家的想法后， 我们认为 ... or 我们的观点是 ... (L1)
- Elaboration sharing opinions and responding to a range of school-related topics such as extracurricular activities, and linking ideas to support a particular view, for example, comparing school rules and expectations in Chinese-speaking countries and in Australia 我非常高兴我们都可以参加课外活动... (BL) 我认为无论是哪个学校的学生，每个学生都应该有发言权... (L1)
- Elaboration acknowledging strengths in others’ ideas and providing evidence to contradict the ideas, for example, 我同意他的想法， 因为 ... (BL) 我不完全同意他的观点， 因为 ... (L1)
- Elaboration engaging with educational social media to document their own experiences and achievements by posting a weekly journal or blog for others to read, for example, 校运会感想, 多元文化日有感
- Elaboration expressing apology, appreciation or gratitude in diverse ways, and comparing practices across contexts, for example, considering which term to use in various situations, depending on the relationship between participants 知道你要开生日会我很高兴，但是我不能去了。(BL) 真对不起， 我不能参加你的聚会， 因为我星期日要 ... 非常感谢你的邀请, 希望你玩得高兴！(L1)
- Elaboration interacting in spontaneous, hypothetical role-plays relating to a range of contexts, for example, seeing a doctor, dealing with personal emergencies such as losing identification documents while travelling (BL) or participating in a mock interview for a part-time job or volunteer work, answering questions with detail (L1)
- Elaboration responding to a range of texts such as personal letters, emails or job advertisements, for example, writing dot points of key skills and experience for a part-time job (BL), or writing a cover letter for a part-time job using detail to describe experience (L1)
Content descriptorAC9LCH10EC02 Communicating meaning in Chinese
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare cultural experiences
Elaborations (8)
- Elaboration planning and facilitating live or secure online events, such as trips or excursions to a Chinese-speaking community, and persuading others to get involved and contribute in different ways, for example, making a simple webpage or promotional video clip
- Elaboration collaborating to create displays, presentations or performances for family, friends, peers or school community to showcase Chinese learning, such as reciting a poem and explaining its content and context in Chinese or English (BL), or presenting about a proposed sustainability initiative (L1)
- Elaboration using secure online and offline collaborative learning tools to produce bilingual versions of community initiatives such as road safety training, sustainability project and crime prevention strategies
- Elaboration participating in virtual scenarios related to travelling to China, and negotiating booking, changing or confirming a flight, tours or accommodation or exchanging currency, for example, 去徐州的火车票还可以便宜吗？ (BL) 我想买四张软卧， 可以用微信或者支付宝付款吗？(L1) 一澳元 可以换多少人民币？(BL) 澳币兑换人民币的汇率是多少？(L1)
- Elaboration collaborating to reach agreement, in a culturally appropriate way such as equally contributing ideas for a student-led activity, for example, facilitating a Chinese chess club
- Elaboration negotiating possible sister schools they could connect with, discussing and comparing possible schools in Chinese-speaking regions and considering aspects such as country, rural or city schools, the curriculum offered and extracurricular activities
- Elaboration contributing to discussions about a range of social issues such as 经济发展与环境保护, 中国式家庭教育 to create a group presentation with a balanced view and supporting evidence, and elaborating on their own cultural perspectives
- Elaboration collaboratively writing reports or articles in groups about topics such as the pros and cons of having a part-time job as a high-school student
They incorporate non-verbal, spoken and written language to collaborate, plan and reflect on activities and events.
Content descriptorAC9LCH10EC01 Communicating meaning in Chinese
initiate, sustain and extend exchanges in a range of contexts, responding to ideas, opinions and perspectives about their own and others’ personal worlds
Elaborations (8)
- Elaboration applying strategies to sustain face-to-face and secure online conversations, or to prompt feedback on alternative views in a polite way, for example, using open-ended questions such as 大家觉得这个想法有什么好处？
- Elaboration applying effective strategies in a debate, summarising key information and presenting a balanced and reasoned argument, for example, 听了大家的想法后， 我们也想说说我们的想法 ... (BL) 听了大家的想法后， 我们认为 ... or 我们的观点是 ... (L1)
- Elaboration sharing opinions and responding to a range of school-related topics such as extracurricular activities, and linking ideas to support a particular view, for example, comparing school rules and expectations in Chinese-speaking countries and in Australia 我非常高兴我们都可以参加课外活动... (BL) 我认为无论是哪个学校的学生，每个学生都应该有发言权... (L1)
- Elaboration acknowledging strengths in others’ ideas and providing evidence to contradict the ideas, for example, 我同意他的想法， 因为 ... (BL) 我不完全同意他的观点， 因为 ... (L1)
- Elaboration engaging with educational social media to document their own experiences and achievements by posting a weekly journal or blog for others to read, for example, 校运会感想, 多元文化日有感
- Elaboration expressing apology, appreciation or gratitude in diverse ways, and comparing practices across contexts, for example, considering which term to use in various situations, depending on the relationship between participants 知道你要开生日会我很高兴，但是我不能去了。(BL) 真对不起， 我不能参加你的聚会， 因为我星期日要 ... 非常感谢你的邀请, 希望你玩得高兴！(L1)
- Elaboration interacting in spontaneous, hypothetical role-plays relating to a range of contexts, for example, seeing a doctor, dealing with personal emergencies such as losing identification documents while travelling (BL) or participating in a mock interview for a part-time job or volunteer work, answering questions with detail (L1)
- Elaboration responding to a range of texts such as personal letters, emails or job advertisements, for example, writing dot points of key skills and experience for a part-time job (BL), or writing a cover letter for a part-time job using detail to describe experience (L1)
Content descriptorAC9LCH10EC02 Communicating meaning in Chinese
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare cultural experiences
Elaborations (8)
- Elaboration planning and facilitating live or secure online events, such as trips or excursions to a Chinese-speaking community, and persuading others to get involved and contribute in different ways, for example, making a simple webpage or promotional video clip
- Elaboration collaborating to create displays, presentations or performances for family, friends, peers or school community to showcase Chinese learning, such as reciting a poem and explaining its content and context in Chinese or English (BL), or presenting about a proposed sustainability initiative (L1)
- Elaboration using secure online and offline collaborative learning tools to produce bilingual versions of community initiatives such as road safety training, sustainability project and crime prevention strategies
- Elaboration participating in virtual scenarios related to travelling to China, and negotiating booking, changing or confirming a flight, tours or accommodation or exchanging currency, for example, 去徐州的火车票还可以便宜吗？ (BL) 我想买四张软卧， 可以用微信或者支付宝付款吗？(L1) 一澳元 可以换多少人民币？(BL) 澳币兑换人民币的汇率是多少？(L1)
- Elaboration collaborating to reach agreement, in a culturally appropriate way such as equally contributing ideas for a student-led activity, for example, facilitating a Chinese chess club
- Elaboration negotiating possible sister schools they could connect with, discussing and comparing possible schools in Chinese-speaking regions and considering aspects such as country, rural or city schools, the curriculum offered and extracurricular activities
- Elaboration contributing to discussions about a range of social issues such as 经济发展与环境保护, 中国式家庭教育 to create a group presentation with a balanced view and supporting evidence, and elaborating on their own cultural perspectives
- Elaboration collaboratively writing reports or articles in groups about topics such as the pros and cons of having a part-time job as a high-school student
They evaluate and synthesise information and ideas in texts and demonstrate understanding of different perspectives.
Content descriptorAC9LCH10EC03 Communicating meaning in Chinese
analyse and evaluate information, ideas and perspectives in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (10)
- Elaboration evaluating key messages in contemporary texts such as magazines, newspapers, websites or podcasts designed for Chinese-speaking high-school students, and writing a review about the content
- Elaboration listening to or reading texts and analysing how language conveys meaning, such as rhetorical questions, irony or sarcasm in texts, for example, 你不会真想去参加铁人三项吧？
- Elaboration applying understanding of news articles and other formal text types to create their own response to contemporary issues in Chinese-speaking communities, for example, 人口老龄化
- Elaboration listening to or reading a First Nations Australian author’ story in English, and presenting or writing a reflective personal response in Chinese
- Elaboration accessing a range of digital and other texts such as books, documentaries or interviews, to collate and present information about current affairs, for example, creating a multimodal presentation on recycling, education in rural communities or the impact of social media on young people
- Elaboration analysing and evaluating information obtained from a range of sources, including statistical data, quotations or research-based evidence, to develop an overview on matters such as public health or safety, environmental pollution, population change or rapid urbanisation
- Elaboration evaluating print or digital resources for reliability and referencing them appropriately, such as researching popular careers in a particular society and giving a speech to justify choice, for example, 有一篇文章中说 ... (BL) 根据2022年搜狐网上有关未来职业的一篇文章 ... (L1)
- Elaboration exploring how different forms of entertainment are used to express or reflect contemporary issues, for example, analysing 春晚小品 and how the topics are related to the trending events of the year
- Elaboration creating a simplified or a more detailed script in response to a movie such as a science-fiction story, and using terms derived from the movie in their own script, for example, 《霹雳贝贝》，《流浪地球》
- Elaboration identifying choices of words and phrasing that influence a reader’s response to texts, such as language to persuade the reader to endorse the writer’s views, and then applying this in their own writing, for example, 难道不是每一个有良知的人都会认同吗？
Content descriptorAC9LCH10EC04 Communicating meaning in Chinese
interpret and translate a range of non-verbal, spoken and written texts, and explain how meaning is conveyed to reflect cultural context, purpose and audience
Elaborations (11)
- Elaboration comparing and discussing various Chinese translations of English words, phrases and expressions, for example, 勺子 versus 调羹, or 外公 versus 姥爷, 外婆 versus 姥姥
- Elaboration identifying words used with specific assumptions, for example, gender 英俊 versus 美丽, significance 会见 versus 碰头, formality 光临 versus 来到
- Elaboration considering ways to translate Chinese culture-specific terms into English, for example, 中药和食疗, 上火, 大补
- Elaboration interpreting for Chinese and/or English speakers for events that require in-depth cross-cultural knowledge, for example, acting as an ambassador for Chinese-speaking visitors to the school
- Elaboration comparing idioms and colloquialisms across languages and identifying the challenges in mediating the embedded cultural values, for example, 胸有成竹 (have a well-thought-out plan)
- Elaboration comparing bilingual editions of stories or poems and discussing how authors and translators maintain the effect of stylistic devices across languages, for example, the use of metaphor
- Elaboration interpreting meaning in bilingual contexts and identifying challenges and potential issues in mediation, for example, mediating Chinese jokes to English speakers, and vice versa
- Elaboration experimenting with translations of extended texts, using a range of print and digital dictionaries and translation tools, or without assistance
- Elaboration comparing 褒义词, 贬义词 and 中性词, and the contexts in which they are used, for example, the differences between 聪明 and 滑头
- Elaboration examining recently introduced terminology and considering the reasons behind their development, for example, 破防, 元宇宙, 二次元
- Elaboration applying translation strategies in Chinese and English, for example, writing subtitles for Chinese or English programs and then checking translations with those available
They interpret, translate and analyse information, and respond in Chinese or English, adjusting language to convey meaning.
Content descriptorAC9LCH10EC04 Communicating meaning in Chinese
interpret and translate a range of non-verbal, spoken and written texts, and explain how meaning is conveyed to reflect cultural context, purpose and audience
Elaborations (11)
- Elaboration comparing and discussing various Chinese translations of English words, phrases and expressions, for example, 勺子 versus 调羹, or 外公 versus 姥爷, 外婆 versus 姥姥
- Elaboration identifying words used with specific assumptions, for example, gender 英俊 versus 美丽, significance 会见 versus 碰头, formality 光临 versus 来到
- Elaboration considering ways to translate Chinese culture-specific terms into English, for example, 中药和食疗, 上火, 大补
- Elaboration interpreting for Chinese and/or English speakers for events that require in-depth cross-cultural knowledge, for example, acting as an ambassador for Chinese-speaking visitors to the school
- Elaboration comparing idioms and colloquialisms across languages and identifying the challenges in mediating the embedded cultural values, for example, 胸有成竹 (have a well-thought-out plan)
- Elaboration comparing bilingual editions of stories or poems and discussing how authors and translators maintain the effect of stylistic devices across languages, for example, the use of metaphor
- Elaboration interpreting meaning in bilingual contexts and identifying challenges and potential issues in mediation, for example, mediating Chinese jokes to English speakers, and vice versa
- Elaboration experimenting with translations of extended texts, using a range of print and digital dictionaries and translation tools, or without assistance
- Elaboration comparing 褒义词, 贬义词 and 中性词, and the contexts in which they are used, for example, the differences between 聪明 and 滑头
- Elaboration examining recently introduced terminology and considering the reasons behind their development, for example, 破防, 元宇宙, 二次元
- Elaboration applying translation strategies in Chinese and English, for example, writing subtitles for Chinese or English programs and then checking translations with those available
They create texts, selecting and manipulating language for a range of contexts, purposes and audiences.
Content descriptorAC9LCH10EC05 Communicating meaning in Chinese
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, sentence structures and textual features and conventions, to engage different audiences
Elaborations (10)
- Elaboration creating a presentation on an issue such as the current population policy in China and comparing with alternative opinions, for example, 有人说 ... 也有人说 ... 他们都不知道 ... 所以 ...
- Elaboration producing multimodal presentations, using tables, maps, charts or graphs from data and statistics, to deliver information for various purposes and audiences, for example, using data and statistics about the benefits of electric cars to promote increased use in China or Australia
- Elaboration composing texts for events with specific purposes and audiences, for example, a presentation on a community recycling project or experiences from an exchange program (BL), and outlining common concerns or issues that may occur (L1)
- Elaboration reflecting on the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Chinese to a group of Chinese-speaking visitors at a school assembly
- Elaboration writing a narrative account of the life of a character from a book or film, for example, 孙悟空/美猴王 (BL)
- Elaboration writing a biography of a significant person or character from the past or present, applying terms derived from traditional literature, for example, 世有伯乐，然后有千里马；千里马常有，而伯乐不常有。（韩愈：《杂说（四）》）(L1)
- Elaboration creating a Chinese voice-over for a scene from an English language sitcom or collaborating to create a drama or comedy to depict their lives and the lives of Chinese migrants in Australia
- Elaboration composing a script for a short play or video clip, using descriptive language to set the scene and capture the imagination of the intended audience, for example, describing a busy morning in a Chinese town to potential travellers
- Elaboration composing and presenting a cultural exhibition or performance for members of the local Chinese-speaking community, for example, 舞龙舞狮
- Elaboration experimenting with ways of expressing ideas in formal contexts, such as using objective rather than subjective language to recount events, for example, 袋鼠很多 compared with 我看到了很多袋鼠。
They enhance the cohesion of their spoken and written texts through the strategic use of language devices and structures.
Content descriptorAC9LCH10EC05 Communicating meaning in Chinese
create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, sentence structures and textual features and conventions, to engage different audiences
Elaborations (10)
- Elaboration creating a presentation on an issue such as the current population policy in China and comparing with alternative opinions, for example, 有人说 ... 也有人说 ... 他们都不知道 ... 所以 ...
- Elaboration producing multimodal presentations, using tables, maps, charts or graphs from data and statistics, to deliver information for various purposes and audiences, for example, using data and statistics about the benefits of electric cars to promote increased use in China or Australia
- Elaboration composing texts for events with specific purposes and audiences, for example, a presentation on a community recycling project or experiences from an exchange program (BL), and outlining common concerns or issues that may occur (L1)
- Elaboration reflecting on the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Chinese to a group of Chinese-speaking visitors at a school assembly
- Elaboration writing a narrative account of the life of a character from a book or film, for example, 孙悟空/美猴王 (BL)
- Elaboration writing a biography of a significant person or character from the past or present, applying terms derived from traditional literature, for example, 世有伯乐，然后有千里马；千里马常有，而伯乐不常有。（韩愈：《杂说（四）》）(L1)
- Elaboration creating a Chinese voice-over for a scene from an English language sitcom or collaborating to create a drama or comedy to depict their lives and the lives of Chinese migrants in Australia
- Elaboration composing a script for a short play or video clip, using descriptive language to set the scene and capture the imagination of the intended audience, for example, describing a busy morning in a Chinese town to potential travellers
- Elaboration composing and presenting a cultural exhibition or performance for members of the local Chinese-speaking community, for example, 舞龙舞狮
- Elaboration experimenting with ways of expressing ideas in formal contexts, such as using objective rather than subjective language to recount events, for example, 袋鼠很多 compared with 我看到了很多袋鼠。
Students understand and apply nuances of spoken language to extend fluency.
Content descriptorAC9LCH10EU01 Understanding language and culture
demonstrate how features and conventions of spoken Chinese can extend fluency when responding to and creating texts appropriate to contexts, purposes and audiences
Elaborations (7)
- Elaboration listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and applying similar pronunciation to spoken texts, for example, reading a news story in a similar way to a news reporter
- Elaboration discriminating between unfamiliar homonyms in Chinese such as 加油（打气/补充油） and enhancing fluency by practising rap songs or stand-up comedy in Chinese
- Elaboration identifying regional variation in pronunciation and/or tone across different Chinese-speaking environments, for example, 和 pronounced hé in mainland China but may be pronounced as hàn in Taiwan
- Elaboration experimenting with rhythm, pace, tone and stress, and developing strategies to enhance their own communication with others, for example, taking on the role of a flight attendant and saying 女士们， 先生们， 我们的航班将在几分钟后起飞 (BL) or practising formal presentations or dramatic performances, for example, 众所周知／显而易见／总而言之 (L1)
- Elaboration using dictionaries or digital tools to help with learning and knowing characters and pronunciation
- Elaboration presenting an argument in a debate, using strategies such as emphasis and persuasion in oral presentation, with a focus on fluency and audience
- Elaboration reading aloud a poem in different ways, using intonation, rhythm, pace, tone and stress to convey a range of meanings such as happiness, sarcasm, jealousy (BL) or quoting traditional literature, such as famous lines from poems (L1)
They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts.
Content descriptorAC9LCH10EU02 Understanding language and culture
apply knowledge of character form and function, and complex grammatical structures and features, to predict meaning and to compose a wide range of texts
Elaborations (13)
- Elaboration analysing sequences of unfamiliar characters containing a common component or side to determine the features of form and function, and predict meanings or pronunciation, for example, explaining the positions of character components and possible pronunciation of characters 请, 清, 情, 晴, 精, 睛, 猜 (BL)
- Elaboration comparing and contrasting characters in texts or text extracts written in simplified and traditional forms
- Elaboration analysing and comparing unfamiliar, simplified or traditional characters in print media and online texts (L1)
- Elaboration applying understanding of word formation when comparing translations and selecting appropriate words using knowledge of character components and word order to suit text when typing or writing in Chinese
- Elaboration discriminating correct forms and sounds of 多音字, such as 行 in 同行 háng and 进行 xíng, or using multiple forms of 通假字 such as 反 versus 返 or 说 versus 悦
- Elaboration inferring the meaning of unfamiliar words containing a familiar character morpheme, such as 航道, 索道, or discussing why one word or character is preferred over others, for example, choose from 碧, 翠, 绿, 青 (BL) or 翠绿，碧绿，青翠，苍翠 (L1) to describe green
- Elaboration explaining how morphology works to identify and convey subtle and precise meanings in communication, for example, 用餐 versus 吃饭
- Elaboration inferring the meaning of terminology based on analysis of characters, such as 螺旋桨 or 中央处理器
- Elaboration understanding and applying punctuation in writing, or adhering to punctuation conventions in reading aloud, for example, full stops, commas, exclamation marks, brackets, quotation marks and question marks
- Elaboration using particular language features such as 除此之外， 尽管这样， 同样 to extend and elaborate a point of view in a range of text types such as journal entries, interviews, speeches, debates or essays
- Elaboration exploring the particular functions of key grammatical forms and using them correctly in different contexts, for example, distinguishing between the uses of 的，得，地 and 可以， 能，会 (BL)
- Elaboration exploring examples of literary language and how grammatical features differ from everyday speech, such as 鲁迅的小说和议论文 or in traditional writing such as 虚词 particles 之， 乎， 者， 也 (L1)
- Elaboration experimenting with the use of abstract nouns such as 希望， 幸福， 爱 to create texts (BL) or abstract nouns such as 物种， 深春， 微风 to create procedural texts (L1)
They support discussion of structures and features of texts, using metalanguage.
Content descriptorAC9LCH10EU03 Understanding language and culture
analyse a range of Chinese texts, using metalanguage to explain linguistic, textual and cultural elements
Elaborations (10)
- Elaboration using metalanguage in Chinese or English to identify the grammatical differences between languages, such as word order, verb moods, tenses, possessive pronouns, adjectives, participles and auxiliary verbs
- Elaboration analysing the sequence of content in different text types such as personal blogs or news articles, for example, headings, paragraphing, topic sentences, elaborations, topic/idea shifts (BL) and referencing (L1)
- Elaboration explaining the use of data such as census information and surveys, and in-text referencing, that writer's use to support and substantiate their views (BL)
- Elaboration incorporating statistical data, quotations and research-based evidence in their own texts, for example, 据统计， 计划生育政策实行以来， 中国的人口少生了三亿 (L1)
- Elaboration analysing language used in a range of text types, for example, comparing emails for a variety of purposes and identifying language reflecting different levels of formality (BL)
- Elaboration analysing language and writing techniques used in traditional Chinese, such as the 4 steps in composing an essay, referring to the phrase 起承转合 (L1)
- Elaboration analysing the layout of magazines and online texts to identify how the images, fonts and words reinforce understanding of the key ideas and writer’s position
- Elaboration identifying linguistic terms and considering the concise ways in which world events are reported in Chinese media, for example, identifying key language in reports on the Olympics
- Elaboration comparing literature across languages and cultures, and recognising different features, for example, identifying how magic and danger are portrayed in folk legends or stories, such as comparing 《西游记》and Harry Potter
- Elaboration exploring examples of literary language and how grammatical features differ from everyday text, for example, a mobile text message versus a novel (BL) or comparing 文言 and 白话 (L1)
They reflect on their own language use and cultural identity, and draw on their experience of learning Chinese, to discuss how this learning influences their ideas and ways of communicating.
Content descriptorAC9LCH10EU04 Understanding language and culture
reflect on and evaluate how their own and others’ identify is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating
Elaborations (9)
- Elaboration evaluating differences in perceptions, understandings and behaviours across cultures, for example, degrees of formality and politeness, concepts of personal space and physical contact
- Elaboration explaining how cultural traditions and beliefs affect communication of Chinese speakers from various regions, such as 老师 versus 同志, and how these words are interpreted differently depending on regional perspectives
- Elaboration exploring how concepts such as modesty, individual responsibility, personal space and respect for authority influence communication styles, and how they may be interpreted by English speakers
- Elaboration reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Chinese to a group of Chinese-speaking visitors at a school assembly
- Elaboration examining how language may be used to empower or marginalise groups in society, for example, how group labels such as 80后/90后/00后 may be used to influence how they are perceived
- Elaboration accessing a range of sources and identifying content that potentially creates bias or stereotypes, such as 中国制造, and building mutual understanding to enhance communication
- Elaboration identifying how knowledge of Chinese and English opens up opportunities to expand their own world views, for example, reading texts such as news articles in Chinese and English to interpret and develop awareness of different perspectives
- Elaboration exploring cultural assumptions in language, for example, analysing how the terms for ‘getting married’ differ for women 嫁出去, men 娶妻 and gender-neutral 结婚
- Elaboration analysing their own language and cultural backgrounds through talking with relatives in Chinese-speaking countries or Australia to discover their own heritage and migration history, and reflecting on how this can contribute to their own identity and provide a foundation for future life and career opportunities
This achievement standard describes the expected learning for Years 9 to 10 Chinese · Background and first language learners · Years 7 to 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in Chinese | Interacting in Chinese | 2 | 16 |
| Communicating meaning in Chinese | Mediating meaning in and between languages | 2 | 21 |
| Communicating meaning in Chinese | Creating text in Chinese | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 30 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 9 |
| Total | 9 | 86 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Chinese?
By the end of Year 10, students initiate and extend interactions in Chinese language to exchange and compare ideas, opinions and experiences about their own and others’ personal worlds. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Chinese: 5, Understanding language and culture: 4).
How does this compare to Years 7 to 8?
The Years 7 to 8 Chinese standard (ASLANCHIBFL7-1Y78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.