Years 9 to 10
Languages
ASLANCHIBLLF-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 maintain and extend interactions in Chinese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They enhance the overall meaning and cohesion of their spoken and written texts through the strategic use of language structures and features.
Students incorporate the features and conventions of spoken Chinese to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Chinese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Chinese, to evaluate how this learning influences their ideas and ways of communicating.
Background language learners · Foundation to Year 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 maintain and extend interactions in Chinese language in increasingly unfamiliar contexts related to a wide range of interests and issues.
Content descriptorAC9LCH10C01 Communicating meaning in Chinese
initiate, sustain and extend exchanges in a range of contexts, responding to ideas, opinions and perspectives
Elaborations (8)
- Elaboration initiating and sustaining conversations to share issues from the wider Chinese-speaking community such as global warming, for example, 现在全球气候变化明显，作为年轻人，我们应该怎么办？
- Elaboration asking and responding to open-ended questions about promoting Chinese language learning, for example, 如何通过学习中文对我们社区未来的发展做出贡献？
- Elaboration sustaining communications in a wide range of contexts such as meetings or phone calls, for example, 这次我们社区植树日怎么安排才能让更多志愿者加入？
- Elaboration using analytical language to discuss and evaluate aspects of rules and regulations, for example, 因为学校停车位有限，所以请家长们在高峰时段接送孩子时，使用两分钟上下车快速通道。
- Elaboration using digital resources to maintain contact, express concerns or make enquiries such as how to apply for visa or scholarship, for example, 我收到了中国一个大学的留学邀请，请问申请中国签证有什么流程？
- Elaboration confirming understanding and requesting clarification, for example, 在前方第二个丁字路口左转，对吗？那里有什么路标吗？
- Elaboration contributing to discussions, and dealing with potential conflicts, for example, 其实他刚才说得不无道理，大家看要不 ... 怎么样？
- Elaboration writing to different audiences in a wide range of contexts to address real-life issues, for example, 尊敬的议员，我希望对市政府最新颁布的一些规定提出我的一些看法和建议 ...
Content descriptorAC9LCHC10C02 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 making arrangements for group activities, such as itineraries for school trips, for example, 这次去香港的航班，酒店和通勤安排如下，大家看看有什么建议？
- Elaboration collaborating to create multimodal presentations for various audiences, for example, making a presentation to a specific audience about the impact of social media on the lives of young people
- Elaboration organising an authentic cultural experience for a school or local community, such as 多元文化日, and collaborating with Chinese-speaking peers, for example, 这次活动内容很多，我们先分一下工怎么样？
- Elaboration promoting inclusive cultural activities for the local community, such as a day to embrace cultural diversity, for example, 本次健康日活动包括太极，瑜伽，冥想，和茶道等活动，适合各种文化背景。
- Elaboration creating a collaborative blog about Chinese learning experiences, including items such as tips, achievements and challenges
- Elaboration evaluating and providing feedback on peers’ blogs using direct editing, comments or spoken feedback, with justification
- Elaboration creating multimodal resources such as vlogs for different scenarios to help Chinese learners at various levels
- Elaboration collecting data from Chinese-speaking communities on various topics such as number of family members or the length of time their family has been in Australia, and making multimodal presentations with graphs, tables and videos, using secure digital tools and apps
They interpret texts by evaluating and synthesising information, ideas and perspectives.
Content descriptorAC9LCH10C03 Communicating meaning in Chinese
analyse and evaluate information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration analysing the effectiveness of actions and evaluate against their own perspectives on current issues such as environmental protection or recycling, for example, 我认为我们的家垃圾回收还需要在以下几个方面多加改进。
- Elaboration using various communicative strategies such as public speaking, debating or negotiating to respond to a variety of text types or topics, for example, 虎妈教育的利与弊
- Elaboration accessing a range of formal text types such as emergency evacuation procedures at school, school uniform or excursion policies and developing specific, formal documents in Chinese to suit the needs of their own school or community
- Elaboration listening to or reading First Nations Australian author’s stories and, in Chinese, writing and/or presenting a reflective personal response
- Elaboration researching a range of resources, evaluating their validity, reliability and credibility, gathering information and citing references in Chinese, for example, asking questions such as 这组数据虽然来自 ... 官方网站，但是年份太久远，所以 ...
- Elaboration role-playing a modified scene from a Chinese movie, drama or story in groups to improve fluency and demonstrating cultural knowledge
- Elaboration analysing key elements of language used in successful interviews, applying strategies in simulated scenarios, and evaluating each other’s performance
- Elaboration analysing the plots and personalities of key characters in a story, and recreating or extending the story, for example, 请为井底之蛙的故事写一个续集。
- Elaboration reading extracts or modified versions of traditional Chinese literature such as plays, poems, novels or prose, and writing reflective responses 读后感 to share with peers
Content descriptorAC9LCHC10C02 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 making arrangements for group activities, such as itineraries for school trips, for example, 这次去香港的航班，酒店和通勤安排如下，大家看看有什么建议？
- Elaboration collaborating to create multimodal presentations for various audiences, for example, making a presentation to a specific audience about the impact of social media on the lives of young people
- Elaboration organising an authentic cultural experience for a school or local community, such as 多元文化日, and collaborating with Chinese-speaking peers, for example, 这次活动内容很多，我们先分一下工怎么样？
- Elaboration promoting inclusive cultural activities for the local community, such as a day to embrace cultural diversity, for example, 本次健康日活动包括太极，瑜伽，冥想，和茶道等活动，适合各种文化背景。
- Elaboration creating a collaborative blog about Chinese learning experiences, including items such as tips, achievements and challenges
- Elaboration evaluating and providing feedback on peers’ blogs using direct editing, comments or spoken feedback, with justification
- Elaboration creating multimodal resources such as vlogs for different scenarios to help Chinese learners at various levels
- Elaboration collecting data from Chinese-speaking communities on various topics such as number of family members or the length of time their family has been in Australia, and making multimodal presentations with graphs, tables and videos, using secure digital tools and apps
They show understanding of how features of language can be used to influence audience response.
Content descriptorAC9LCH10C03 Communicating meaning in Chinese
analyse and evaluate information, ideas and perspectives in a broad range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration analysing the effectiveness of actions and evaluate against their own perspectives on current issues such as environmental protection or recycling, for example, 我认为我们的家垃圾回收还需要在以下几个方面多加改进。
- Elaboration using various communicative strategies such as public speaking, debating or negotiating to respond to a variety of text types or topics, for example, 虎妈教育的利与弊
- Elaboration accessing a range of formal text types such as emergency evacuation procedures at school, school uniform or excursion policies and developing specific, formal documents in Chinese to suit the needs of their own school or community
- Elaboration listening to or reading First Nations Australian author’s stories and, in Chinese, writing and/or presenting a reflective personal response
- Elaboration researching a range of resources, evaluating their validity, reliability and credibility, gathering information and citing references in Chinese, for example, asking questions such as 这组数据虽然来自 ... 官方网站，但是年份太久远，所以 ...
- Elaboration role-playing a modified scene from a Chinese movie, drama or story in groups to improve fluency and demonstrating cultural knowledge
- Elaboration analysing key elements of language used in successful interviews, applying strategies in simulated scenarios, and evaluating each other’s performance
- Elaboration analysing the plots and personalities of key characters in a story, and recreating or extending the story, for example, 请为井底之蛙的故事写一个续集。
- Elaboration reading extracts or modified versions of traditional Chinese literature such as plays, poems, novels or prose, and writing reflective responses 读后感 to share with peers
Content descriptorAC9LCH10C04 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 (9)
- Elaboration applying strategies to overcome challenges in the translation of culturally unique concepts, for example, 直译 and 意译
- Elaboration demonstrating politeness, respect and formality in a range of cultural contexts, such as manners in dining, handshaking and exchanging business cards, for example, 您好，王先生，这是我的名片, 请您收下。您今天的款待让我们感到非常荣幸。
- Elaboration interpreting puns, idioms, humour or sarcasm between Chinese and English, applying strategies and using examples to clarify meaning
- Elaboration applying non-verbal and spoken communication strategies, and justifying their own actions and reactions in various social scenarios, for example, leaving the seat facing the door for the oldest person and saying 请上座
- Elaboration creating and developing multimodal Chinese resources incorporating bilingual subtitles, for example, educational blogs or vlogs about curricular or extracurricular activities
- Elaboration discussing and explaining malapropisms, and translating them so that hidden meanings are translated, for example, 呕像（偶像）, 歪果仁 （外国人）
- Elaboration using secure online tools such as dictionaries and translation apps to enhance understanding of emerging new words or expressions and applying this knowledge to interpret meanings in texts and interactions
- Elaboration composing multimodal bilingual texts for a range of audiences, for example, vlogs with subtitles, paying attention to aspects of culture
- Elaboration changing informal spoken language into formal register to suit particular purposes and audiences, and experimenting with terms such as 明文规定 and 众所周知
They create texts, selecting and manipulating language for a range of contexts, purposes and audiences.
Content descriptorAC9LCH10C05 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 producing evaluative writing in Chinese, for example, providing written feedback in Chinese on an information kit about the local region
- Elaboration debating, or writing a text or speech, on a range of topics using persuasive language, for example, analysing and evaluating the pros and cons of digital tools
- Elaboration creating multimodal bilingual texts such as a cultural awareness training information kit for the local government, comparing the cultural practices between a Chinese-speaking region or country and Australia
- 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 creating a range of procedural texts in Chinese, such as evacuation protocols, lab operation checklists or scholarship application procedures
- Elaboration creating texts in Chinese for school newspaper or magazine, for example, reports on a school excursion to a museum or multicultural event
- Elaboration identifying the morals or insight of a chosen story to produce an evaluative response in Chinese, for example, 我们可以从这个故事里学到...
- Elaboration creating their own imaginative stories about self, for example, 如果今天我是校长 ...
- Elaboration creating written and multimodal narrative texts using a logical structure and sequence, for example, 金矿镇的故事 for a museum
- Elaboration using models of literary styles to create texts, and presenting them in multiple ways, for example, producing an article with 排比 to enhance emotional impact, and reading it aloud to peers, using volume, stress and facial expression to convey emotion
They enhance the overall meaning and cohesion of their spoken and written texts through the strategic use of language structures and features.
Content descriptorAC9LCH10C05 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 producing evaluative writing in Chinese, for example, providing written feedback in Chinese on an information kit about the local region
- Elaboration debating, or writing a text or speech, on a range of topics using persuasive language, for example, analysing and evaluating the pros and cons of digital tools
- Elaboration creating multimodal bilingual texts such as a cultural awareness training information kit for the local government, comparing the cultural practices between a Chinese-speaking region or country and Australia
- 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 creating a range of procedural texts in Chinese, such as evacuation protocols, lab operation checklists or scholarship application procedures
- Elaboration creating texts in Chinese for school newspaper or magazine, for example, reports on a school excursion to a museum or multicultural event
- Elaboration identifying the morals or insight of a chosen story to produce an evaluative response in Chinese, for example, 我们可以从这个故事里学到...
- Elaboration creating their own imaginative stories about self, for example, 如果今天我是校长 ...
- Elaboration creating written and multimodal narrative texts using a logical structure and sequence, for example, 金矿镇的故事 for a museum
- Elaboration using models of literary styles to create texts, and presenting them in multiple ways, for example, producing an article with 排比 to enhance emotional impact, and reading it aloud to peers, using volume, stress and facial expression to convey emotion
Students incorporate the features and conventions of spoken Chinese to extend fluency.
Content descriptorAC9LCH10U01 Understanding language and culture
apply features and conventions of spoken Chinese to extend fluency in responding to and creating texts appropriate to contexts, purposes and audiences
Elaborations (6)
- Elaboration delivering authentic speech to a range of audiences, using appropriate intonation and stress, for example, a welcome speech to international visitors
- Elaboration analysing a dialogue or a text, identifying the tone patterns and rhythm, and developing their own texts with similar features, for example, 我长得虽然有点歪，但我跑起来可真快，如果你不信，那就跟我来，我保证让你目瞪口呆！
- Elaboration developing strategies to understand meaning when listening to diverse, regional Chinese accents, for example, inferring meaning from context
- Elaboration comparing their own Chinese speech patterns with a range of accents, and creating talk show scripts using different accents
- Elaboration watching a range of Chinese performances such as 山东快书 and performing their own version to the class, addressing the variation of tones, stress and rhythm, and analysing the similarities and differences between accents, making necessary adjustments when communicating with different audiences
- Elaboration using appropriate intonation and pronunciation when quoting sayings from traditional literature, for example, lines from poems such as 五言绝句
They demonstrate understanding of the conventions of spoken and written texts and the connections between them.
Content descriptorAC9LCH10U01 Understanding language and culture
apply features and conventions of spoken Chinese to extend fluency in responding to and creating texts appropriate to contexts, purposes and audiences
Elaborations (6)
- Elaboration delivering authentic speech to a range of audiences, using appropriate intonation and stress, for example, a welcome speech to international visitors
- Elaboration analysing a dialogue or a text, identifying the tone patterns and rhythm, and developing their own texts with similar features, for example, 我长得虽然有点歪，但我跑起来可真快，如果你不信，那就跟我来，我保证让你目瞪口呆！
- Elaboration developing strategies to understand meaning when listening to diverse, regional Chinese accents, for example, inferring meaning from context
- Elaboration comparing their own Chinese speech patterns with a range of accents, and creating talk show scripts using different accents
- Elaboration watching a range of Chinese performances such as 山东快书 and performing their own version to the class, addressing the variation of tones, stress and rhythm, and analysing the similarities and differences between accents, making necessary adjustments when communicating with different audiences
- Elaboration using appropriate intonation and pronunciation when quoting sayings from traditional literature, for example, lines from poems such as 五言绝句
Content descriptorAC9LCH10U02 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 (11)
- Elaboration using knowledge of components to look up new characters in print dictionaries and using the characters in their own writing
- Elaboration exploring the changes of meaning for the same characters in different contexts and using them in their own expression, for example, 你这是什么意思？ 这是我的一点小意思。
- Elaboration predicting meanings of complex characters, using knowledge of pictographs, for example, 鬣, 鳜, 鲷, 麋
- Elaboration determining the precise meanings of character morphemes by referring to the context, for example, 一封信 and 相信, 企图 and 地图
- Elaboration applying knowledge of characters and functions to compose a wide range of texts, for example, 山水, 山山水水, 山清水秀
- Elaboration applying knowledge of punctuation in a range of complex texts, for example, using the double-angle quotation marks《》, inverted commas for sarcasm, brackets for further explanations and ellipses to indicate hesitation
- Elaboration applying knowledge of characters with multiple meanings, modal verbs and auxiliary verbs, in a range of texts
- Elaboration applying knowledge of tense in Chinese, in a variety of formal or informal text types, for a range of audiences and purposes, for example, reports, plans and diaries
- Elaboration responding appropriately to a range of stimuli with different purposes such as sarcasm, exclamatory sentences or factor statements, for example, 您过奖了!
- Elaboration identifying how various sentence structures are used to convey messages effectively, and responding to a range of stimuli such as a television program or a radio talk show, using complex sentence structures
- Elaboration comparing known simplified characters with traditional characters and discussing differences
They apply knowledge of language structures and features to make and predict meaning.
Content descriptorAC9LCH10U02 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 (11)
- Elaboration using knowledge of components to look up new characters in print dictionaries and using the characters in their own writing
- Elaboration exploring the changes of meaning for the same characters in different contexts and using them in their own expression, for example, 你这是什么意思？ 这是我的一点小意思。
- Elaboration predicting meanings of complex characters, using knowledge of pictographs, for example, 鬣, 鳜, 鲷, 麋
- Elaboration determining the precise meanings of character morphemes by referring to the context, for example, 一封信 and 相信, 企图 and 地图
- Elaboration applying knowledge of characters and functions to compose a wide range of texts, for example, 山水, 山山水水, 山清水秀
- Elaboration applying knowledge of punctuation in a range of complex texts, for example, using the double-angle quotation marks《》, inverted commas for sarcasm, brackets for further explanations and ellipses to indicate hesitation
- Elaboration applying knowledge of characters with multiple meanings, modal verbs and auxiliary verbs, in a range of texts
- Elaboration applying knowledge of tense in Chinese, in a variety of formal or informal text types, for a range of audiences and purposes, for example, reports, plans and diaries
- Elaboration responding appropriately to a range of stimuli with different purposes such as sarcasm, exclamatory sentences or factor statements, for example, 您过奖了!
- Elaboration identifying how various sentence structures are used to convey messages effectively, and responding to a range of stimuli such as a television program or a radio talk show, using complex sentence structures
- Elaboration comparing known simplified characters with traditional characters and discussing differences
They support analysis of Chinese texts, using metalanguage.
Content descriptorAC9LCH10U03 Understanding language and culture
analyse a range of Chinese texts, using metalanguage to explain linguistic, textual and cultural elements
Elaborations (8)
- Elaboration analysing linguistic features, using metalanguage such as double negatives and parallel sentences, to identify different purposes of texts, for example, 不无道理, 努力努力再努力
- Elaboration analysing a range of text types and explaining how different language features may suit different purposes in certain cultural contexts, for example, analysing the layout of magazines and online texts and the deliberate choice of images, fonts and words to enhance understanding of key ideas and author positioning
- Elaboration analysing and categorising cultural and linguistic elements in Chinese expressions, for example, the use of measure words
- Elaboration comparing key features used in formal and informal contexts in Chinese and English, for example, explaining how information is exchanged using culturally-accepted terms in business letters and emails
- Elaboration analysing the way content is structured in a range of Chinese texts, and explaining how ideas and information are conveyed, for example, explaining how headings, paragraphs and conclusions are sequenced to achieve coherence
- Elaboration analysing the use of stylistic devices such as 夸张, 比喻, 拟人, 排比, 反问, 设问 in a range of written texts and evaluating the effectiveness of such devices
- Elaboration reading and comparing how ideas are ordered and substantiated across genres and languages, for example, in Chinese essay-writing the author’s position is generally stated at the end, whereas in English academic writing it is stated at the beginning
- Elaboration describing the purpose and features of genres that are uniquely important in Chinese literature, and exploring their origin in traditional literature, for example, 小品文，散文
They reflect on their own cultural perspectives and identity, and draw on their experience of learning Chinese, to evaluate how this learning influences their ideas and ways of communicating.
Content descriptorAC9LCH10U04 Understanding language and culture
reflect on and evaluate how their own and others’ identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating
Elaborations (6)
- Elaboration reflecting on how their own identity is shaped by attitudes, beliefs, values and languages used every day, for example, comparing different ways of greeting, expressing congratulations or condolence
- Elaboration showing how the use of titles indicates respect or formality in Chinese compared with Australian culture, for example, 王老板, 李师傅, 张老师, 陈经理
- Elaboration indicating the impact of globalisation on cultural change, and their own identity and beliefs, for example, 男尊女卑的时代早就过时了。
- 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 demonstrating the impact of loan words and internet language on the changes in modern languages and culture, such as 粉丝, 艾特
- Elaboration reflecting on how non-verbal cultural behaviour such as dress codes affect communication in different cultural settings
This achievement standard describes the expected learning for Years 9 to 10 Chinese · Background language learners · Foundation to Year 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 | 18 |
| Communicating meaning in Chinese | Creating text in Chinese | 1 | 10 |
| Understanding language and culture | — | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 6 |
| Total | 9 | 75 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Chinese?
By the end of Year 10, students maintain and extend interactions in Chinese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. 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 (ASLANCHIBLLF-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.