Years 9 to 10
Languages
ASLANCHISL7_10Y910
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 sustain Chinese language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Chinese or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Chinese to create texts. They use familiar characters appropriate to context and Pinyin to transcribe spoken texts.
Students apply features of the Chinese sound system to enhance fluency, and discern differences in patterns of sound and tone in spoken language. They demonstrate understanding of the sound system in spoken exchanges and characters for written texts, and select and use sentence and grammatical structures 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.
Second 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 sustain Chinese language to exchange and compare ideas and experiences about their own and others’ personal world.
Content descriptorAC9LC10EC01 Communicating meaning in Chinese
initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, experiences and opinions about their own and others’ personal world
Elaborations (5)
- Elaboration introducing self, peers, friends and familiar adults in conversation or online, for example, 这位是王校长, 这是小王, 这是王一飞 and responding to such introductions, for example, 你好, 小王。我是...
- Elaboration stating opinions on family life, familiar people, experiences and significant personal events, for example, 我最喜欢圣诞节, and indicating preferences with reasons, for example, 我想去看...电影, 因为听说这个电影很好看。
- Elaboration encouraging involvement of others in interactions and experimenting with modality to empower themselves and others, for example, 你可以 versus 你一定要, 我可能 versus 我会
- Elaboration expressing an 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 谢谢, 辛苦你了, 麻烦你了, 真对不起, 非常感谢
- Elaboration sharing opinions on language used in contemporary media for young people, such as music videos and television series, for example, 我很喜欢学这首歌。它的歌词很美。
Content descriptorAC9LC10EC02 Communicating meaning in Chinese
use Chinese language in exchanges to question, offer opinions and compare and discuss ideas
Elaborations (4)
- Elaboration discussing topics of interest (music, television programs, sports, etc.) and asking questions to seek information and opinions, request repetition, and clarify meaning, for example, 你说你的生日是明天，是吗？
- Elaboration sharing opinions about school or family life, including 我的学校, 我的老师, 我的好朋友, 我的一家人, and linking ideas to explain and support a particular position or view, for example, 我的姐姐不但喜欢音乐，而且也很喜欢体育。, 我除了踢足球以外，还打板球。, 我觉得运动很有意思。
- Elaboration corresponding with others via social networking sites, exchanging personal information and requesting information, for example, 你是哪国人？, 你喜欢学习汉语吗？
- Elaboration discussing school life or hobbies, and asking questions to seek ideas and enhance mutual understanding, for example, 我不喜欢听音乐，我喜欢看书。你呢？
They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events.
Content descriptorAC9LC10EC02 Communicating meaning in Chinese
use Chinese language in exchanges to question, offer opinions and compare and discuss ideas
Elaborations (4)
- Elaboration discussing topics of interest (music, television programs, sports, etc.) and asking questions to seek information and opinions, request repetition, and clarify meaning, for example, 你说你的生日是明天，是吗？
- Elaboration sharing opinions about school or family life, including 我的学校, 我的老师, 我的好朋友, 我的一家人, and linking ideas to explain and support a particular position or view, for example, 我的姐姐不但喜欢音乐，而且也很喜欢体育。, 我除了踢足球以外，还打板球。, 我觉得运动很有意思。
- Elaboration corresponding with others via social networking sites, exchanging personal information and requesting information, for example, 你是哪国人？, 你喜欢学习汉语吗？
- Elaboration discussing school life or hobbies, and asking questions to seek ideas and enhance mutual understanding, for example, 我不喜欢听音乐，我喜欢看书。你呢？
Content descriptorAC9LC10EC03 Communicating meaning in Chinese
use non-verbal, spoken and written exchanges to discuss, plan and reflect on activities, events and experiences with peers
Elaborations (4)
- Elaboration organising a class or school celebration such as celebrating Spring Festival 拜年 and Mid-Autumn Festival 吃月饼, sharing suggestions and delegating roles
- Elaboration collaborating to develop an imaginative promotional video to post on a website to sell an innovative product or service, for example, a new sustainably designed house or car
- Elaboration initiating activities among peers such as 汉语角 to promote Chinese learning in school, and arranging a time and location for this activity, for example, 我们可以星期二练习说汉语。我们可以在教室, 或者在电脑室。
- Elaboration planning group events (a real or online event, trip or excursion to a Chinese-speaking community, etc.) and persuading others to get involved and contribute in different ways, for example, 你不是很喜欢吃中国菜吗？我们一去中国城吧？
They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives.
Content descriptorAC9LC10EC04 Communicating meaning in Chinese
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration reading tourist brochures and websites detailing lifestyles in diverse locations in Chinese-speaking communities, identifying features of local lifestyles that reflect modernity or tradition, and evaluating the information for relevance, appropriateness, and significance
- Elaboration documenting specific details of events, customs and lifestyles obtained from diverse sources (video clips, face-to-face interviews, etc.), and summarising the information to form a balanced view to share with others
- Elaboration listening to, and viewing texts (celebrity interviews, news reports, documentaries on tourist hot spots, etc.) and obtaining the gist by focusing on familiar, anticipated items in a flow of words such as names of people and places, time and date, attitude and opinions
- Elaboration listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in Chinese, presenting their personal profile to the class
- Elaboration comparing how the theme of love is represented across different imaginative texts in both Chinese and English, and discussing personal responses, for example, 我觉得这个故事很像..., 我不喜欢..., 因为他..., 如果他像…, 一样，那么
- Elaboration identifying how media convey a sense of ‘right’ and purpose in the lives of young people and expressing own opinion such as 我觉得他是好人, 因为他帮助老人 and reactions to the situations and contexts represented, for example, 如果我是她; 我觉得他最好...
- Elaboration reading about topics such as healthy eating in Chinese, and creating matching promotional material, 每天吃五份蔬菜, 两份水果
- Elaboration listening to or watching media of adults talking about their experiences, for example, 他小时候每天都骑自行车 and presenting this information to the class, quoting the source of information 有人说, 她告诉我
- Elaboration reading about topics such as regional variations in Chinese foods, and creating matching promotional material
They synthesise information and respond in Chinese or English, adjusting language to convey meaning and to suit context, purpose and audience.
Content descriptorAC9LC10EC04 Communicating meaning in Chinese
interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration reading tourist brochures and websites detailing lifestyles in diverse locations in Chinese-speaking communities, identifying features of local lifestyles that reflect modernity or tradition, and evaluating the information for relevance, appropriateness, and significance
- Elaboration documenting specific details of events, customs and lifestyles obtained from diverse sources (video clips, face-to-face interviews, etc.), and summarising the information to form a balanced view to share with others
- Elaboration listening to, and viewing texts (celebrity interviews, news reports, documentaries on tourist hot spots, etc.) and obtaining the gist by focusing on familiar, anticipated items in a flow of words such as names of people and places, time and date, attitude and opinions
- Elaboration listening to or reading a First Nations Australian’s stories and discussing their opinions and ideas, and, in Chinese, presenting their personal profile to the class
- Elaboration comparing how the theme of love is represented across different imaginative texts in both Chinese and English, and discussing personal responses, for example, 我觉得这个故事很像..., 我不喜欢..., 因为他..., 如果他像…, 一样，那么
- Elaboration identifying how media convey a sense of ‘right’ and purpose in the lives of young people and expressing own opinion such as 我觉得他是好人, 因为他帮助老人 and reactions to the situations and contexts represented, for example, 如果我是她; 我觉得他最好...
- Elaboration reading about topics such as healthy eating in Chinese, and creating matching promotional material, 每天吃五份蔬菜, 两份水果
- Elaboration listening to or watching media of adults talking about their experiences, for example, 他小时候每天都骑自行车 and presenting this information to the class, quoting the source of information 有人说, 她告诉我
- Elaboration reading about topics such as regional variations in Chinese foods, and creating matching promotional material
Content descriptorAC9LC10EC05 Communicating meaning in Chinese
apply strategies to interpret and translate non-verbal, spoken and written interactions and texts, to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (10)
- Elaboration analysing Chinese texts alongside their English translations to identify the challenges of translating culture, and developing strategies to overcome these challenges, by asking, “What is lost in translation?”, “Why can’t we just translate word for word?”, “Why do contexts matter?”, for example, examining why, “How’s it going?” is difficult to translate into Chinese
- Elaboration comparing word choices for public signs across languages, and discussing ways language is used to convey rules, expectations, and permission, for example, comparing 闲人免进 to ‘Staff Only’
- Elaboration translating intended meaning of an interaction by avoiding literal (word for word) translations, for example, mediating a response to a compliment such as 你的衣服真漂亮 with 哪里哪里, and recognising that meaning may be implied rather than stated explicitly, for example, the use of 吧 to indirectly reject or refuse others in 我能来看看你吗？...不太好吧？
- Elaboration exploring ways to interpret and explain key concepts and cultural practices identified in Chinese interactions such as 面子, and experimenting with how to give 面子 in interactions with others
- Elaboration exploring the contexts and implications of terms used to identify others, for example, 华侨, 华裔, 大陆人, 华人, 中国人, 少数民族
- Elaboration explaining meaning of scripts and lyrics, and recognising how feelings/emotions are expressed in subtle ways, using stylistic devices or symbolism, for example, 月亮代表我的心
- Elaboration identifying and responding to intended and unintended meanings conveyed in interactions, for example, noticing contradictions between what is being said and the posture, movement, gesture and expression of participants, and asking, “How do I interpret the real meaning?”, “Are the speakers just being polite or are their words genuine?”
- Elaboration considering the uses of different measure words in Chinese, for example, 小勺 and 茶匙, 斤 and 克, when comparing several Chinese translations of the same recipe
- Elaboration translating information about aspects of life in Australia to Chinese-speaking readers overseas, considering the audience’s cultural experiences to determine what concepts they would find difficult to understand, and exploring ways to elaborate on ideas to ensure clarity of meaning, conveying nuances of word formation and contexts such as 澳白咖啡 ‘flat white’
- Elaboration exploring the ways in which English words and phrases are incorporated into everyday communication in Chinese in digital media, for example, finding English expressions of emotion used in chat forums and texts messaging '去 happy 吧', and Pinyin abbreviations replacing characters L P = 老婆
They use structures and features of spoken and written Chinese to create texts.
Content descriptorAC9LC10EC06 Communicating meaning in Chinese
create spoken, written and multimodal informative and imaginative texts, selecting vocabulary, expressions, sentence structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences
Elaborations (10)
- Elaboration creating short performances, (a skit about celebrating the Spring Festival, a simple song about school life, a rap about being a student of Chinese, etc.) and incorporating idioms, 年年有余, 人山人海
- Elaboration portraying a scene from a familiar narrative (a skit or short play recounting an event from a well-known novel, etc.) and considering how the main characters represent their experiences and express their emotions through their interactions
- Elaboration developing an information kit, supported by visuals, about their local city or region to provide to Chinese-speaking visitors via a local tourism website, including details on history, climate, environment and cultural activities
- Elaboration writing a journal entry, or contributing to a school newsletter in Chinese reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- Elaboration producing multimodal presentations to deliver information about aspects of leisure activities, education or community life, for example, 澳大利亚的运动, and expressing opinions and perspectives, using data and examples to support ideas, for example, 我觉得这个电影很没意思, 因为... , 而且... , 所以...
- Elaboration creating a role-play, exploring how alternative words can be used to convey varying degrees of emotion and attitude towards people, places and events, for example, 我真高兴！, 你快乐吗？, 他很幸福。
- Elaboration composing a creative account of an imagined experience with Chinese-speaking visitors to the local community, for example, hosting a student from Hong Kong or taking a tour group to a local event, describing scenes, feelings and emotions, for example, 我真高兴！, 太棒了！
- Elaboration creating a Chinese voice-over for a scene from an English language sitcom, experimenting with ways in which language, image, behaviour and humour are used to enhance meaning and entertainment
- Elaboration devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草, 请安静, 可回收物, 不可回收物, 关闭手机
- Elaboration writing information about life in diverse environments, expressing ideas with elaborated details to enhance meaning and engage readers, for example, 今天太冷了！只有零下五度。还下雪。只能在家呆着。
They use familiar characters appropriate to context and Pinyin to transcribe spoken texts.
Content descriptorAC9LC10EC06 Communicating meaning in Chinese
create spoken, written and multimodal informative and imaginative texts, selecting vocabulary, expressions, sentence structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences
Elaborations (10)
- Elaboration creating short performances, (a skit about celebrating the Spring Festival, a simple song about school life, a rap about being a student of Chinese, etc.) and incorporating idioms, 年年有余, 人山人海
- Elaboration portraying a scene from a familiar narrative (a skit or short play recounting an event from a well-known novel, etc.) and considering how the main characters represent their experiences and express their emotions through their interactions
- Elaboration developing an information kit, supported by visuals, about their local city or region to provide to Chinese-speaking visitors via a local tourism website, including details on history, climate, environment and cultural activities
- Elaboration writing a journal entry, or contributing to a school newsletter in Chinese reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
- Elaboration producing multimodal presentations to deliver information about aspects of leisure activities, education or community life, for example, 澳大利亚的运动, and expressing opinions and perspectives, using data and examples to support ideas, for example, 我觉得这个电影很没意思, 因为... , 而且... , 所以...
- Elaboration creating a role-play, exploring how alternative words can be used to convey varying degrees of emotion and attitude towards people, places and events, for example, 我真高兴！, 你快乐吗？, 他很幸福。
- Elaboration composing a creative account of an imagined experience with Chinese-speaking visitors to the local community, for example, hosting a student from Hong Kong or taking a tour group to a local event, describing scenes, feelings and emotions, for example, 我真高兴！, 太棒了！
- Elaboration creating a Chinese voice-over for a scene from an English language sitcom, experimenting with ways in which language, image, behaviour and humour are used to enhance meaning and entertainment
- Elaboration devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草, 请安静, 可回收物, 不可回收物, 关闭手机
- Elaboration writing information about life in diverse environments, expressing ideas with elaborated details to enhance meaning and engage readers, for example, 今天太冷了！只有零下五度。还下雪。只能在家呆着。
Students apply features of the Chinese sound system to enhance fluency, and discern differences in patterns of sound and tone in spoken language.
Content descriptorAC9LC10EU01 Understanding language and culture
apply features of the Chinese sound system, and discern differences in patterns of sound and tone, in familiar and some unfamiliar contexts
Elaborations (6)
- Elaboration analysing sequences of characters containing a common component or side to determine the features of form, function and predictability within the group, for example, explaining the features of position, phonetic function and the range of sounds in the characters 请, 清, 情, 晴, 精, 睛, 猜
- Elaboration listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and discriminating between sounds heard in spoken texts, including the range of vowel and consonant combinations, for example, ‘qin’ versus ‘qing’ and ‘chi’ versus ‘qi’
- Elaboration examining the diverse meanings of words that share similar sounds, for example, the many meanings of the sound ‘shi’ and how to differentiate between 同音词 and 近音词 in different contexts 同意 and 统一
- Elaboration comparing examples of regional variation in pronunciation, for example, comparing the Beijing use of 儿 and the southern pronunciation of ‘shi’ and ‘si’, and noticing and describing differences in accent and tone when listening to Chinese speakers from diverse regions
- Elaboration noticing tone changes and reflecting on the impact on developing fluency when speaking, for example, noticing, “Do my words sound less forced and more natural?”
- Elaboration exploring the role of emphasis, stress and rhythm in expressing subtle meanings in interactions in Chinese and English
They demonstrate understanding of the sound system in spoken exchanges and characters for written texts, and select and use sentence and grammatical structures to interact, make meaning and create texts.
Content descriptorAC9LC10EU02 Understanding language and culture
select and use structures and features of the Chinese grammatical and writing systems to enhance and infer meaning, and create spoken, written and multimodal texts
Elaborations (9)
- Elaboration describing orthographic features of new characters encountered, including the structure, sequence and relationship of components
- Elaboration examining the use of diverse character-morphemes to express similar ideas, for example, identifying multiple characters for food 饭, 菜, 食, 餐 and organising and classifying words containing these characters to understand their contexts of use
- Elaboration discussing the use of 繁体字 and 简体字 in Chinese-speaking communities today, including the revival of 繁体字 and the spread of 简体字 in diverse communities, traditional characters encountered in their local Chinese communities, and noting their simplified character version
- Elaboration exploring the uses of diverse time expressions and ways to sequence events in time, for example, 先...然后..., 一...就..., ...了...就..., 才, 第一, 然后
- Elaboration applying ways of sequencing and connecting ideas through the use of conjunctions and cohesive devices, for example, 不但...而且…, 虽然...但是, 因为…所以..., 开始..., 后来...
- Elaboration comparing ways in which tense is expressed, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; the use of verb negation 没有 to indicate negative past; 正在 to indicate action in progress
- Elaboration developing ideas using nuanced structures, for example, using different ways to negate depending on degree of formality or emphasis 我不是..., 我哪儿有...？, 我没有办法..., 我不能..., 不行, 别, 不准
- Elaboration comparing prepositions and discussing the importance of contexts when determining their meanings in texts, for example, 跟, 对, 给
- Elaboration using modal adverbs, for example, 很, 更, 最, 非常, 挺...的, 太...了
They support discussion of structures and features of texts, using metalanguage.
Content descriptorAC9LC10EU03 Understanding language and culture
reflect on and evaluate Chinese texts, using metalanguage to discuss language structures and features
Elaborations (4)
- Elaboration comparing features of narrative, recount, report and procedural texts to identify ways in which information is structured and sequenced for particular purposes
- Elaboration analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing
- Elaboration applying understanding of genre to determine the purpose and intended message of a text, for example, the use of markers 第一步 and 第二步 in a recipe for fried rice
- Elaboration recognising the purposes of texts and analysing features of format and language used, for example, in a diary, letter or advertisement
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 descriptorAC9LC10EU04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating
Elaborations (10)
- Elaboration examining how the adaptation of words reflects and encourages change, for example, examining how gender equality is reflected in the use of 妳 to acknowledge females and 他 to include both men and women
- Elaboration reflecting on their own language choices in interactions with other Chinese speakers and how these may have been perceived, for example, considering, “Was my communication culturally appropriate?”, “Did I adjust my language and body language to help convey my meaning more effectively?”
- Elaboration reflecting on the values of one culture when communicating in another, for example, thinking about differences in the use and frequency of ‘thank you’ and 谢谢
- 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 for a group of Chinese-speaking visitors at a school assembly
- Elaboration identifying and reflecting on choices made in interactions in Chinese with people from different generations, for example, identifying changes in greetings 吃饭了没有, 拜拜, 嗨 and forms of address 同志, 小姐, 师傅 over time
- Elaboration interacting with Chinese-speaking peers to share aspects of their own identities as young Australians, for example, considering, “What aspects of my life and identity would a person living in a Chinese-speaking community find interesting?”, “How do I want to be perceived or understood?”
- Elaboration analysing the impact on language use of contexts and relationships between participants, for example, discussing how concepts such as face 面子 and connections 关系 are reflected in interactions between Chinese speakers
- Elaboration identifying how different opinions and perspectives are expressed and reflecting on how this may be perceived by others, for example, comparing representations of foreigners in 外国人有一些不同的习俗 with 老外都很奇怪
- Elaboration examining how globalisation is impacting on Chinese values and language use, for example, how responses to praise are shifting to reflect a western concept of gratitude 谢谢 rather than the modesty of the past 哪里哪里
- Elaboration reading texts consisting of 名人名言, for example, 孔子说 ..., and discussing the cultural meaning of the quote and how it is relevant to contemporary language use, including why it is still quoted widely in modern writing, for example, 三人行必有吾师
This achievement standard describes the expected learning for Years 9 to 10 Chinese · Second 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 | 3 | 13 |
| Communicating meaning in Chinese | Mediating meaning in and between languages | 2 | 19 |
| Communicating meaning in Chinese | Creating text in Chinese | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 19 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 10 |
| Total | 10 | 71 | |
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 sustain Chinese language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in Chinese: 6, Understanding language and culture: 4).
How does this compare to Years 7 to 8?
The Years 7 to 8 Chinese standard (ASLANCHISL7_10Y78) 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.