Years 9 to 10
Languages
ASLANCHISLF10Y910
Years 9 to 10 Chinese Achievement Standard
12 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 contribute to 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 apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. They select and use a variety of characters appropriate to context, using Pinyin to transcribe spoken texts.
Students incorporate features, conventions and phrasing patterns of spoken Chinese including variations in intonation, rhythm and sounds, to enhance fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of grammar and character form and function, and 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.
Second language learners · Foundation to Year 10 sequence
The 12 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 contribute to and extend interactions in Chinese language in increasingly unfamiliar contexts related to a wide range of interests and issues.
Content descriptorAC9LC10C01 Communicating meaning in Chinese
initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others
Elaborations (4)
- Elaboration conversing with other Chinese-speaking peers, adjusting language to include a range of starter or filler words to maintain natural conversation and interest, for example, 这个 , 那个, 等等, 然后, 你呢, 对吗, 是吧, 好吧, 对不对, 请问, 我觉得
- Elaboration using digital tools to exchange messages, emails and videos with peers in Chinese-speaking communities and comparing aspects of youth lifestyle, school and environment using comparisons when expressing thoughts and ideas 大部分澳大利亚的学生功课压力没有那么重, 很多中国学生在食堂吃饭
- Elaboration comparing feelings about music, television programs or sports, and asking questions to seek ideas, request repetition, clarify meaning, for example, 你喜欢看电视，不是吗？and enhancing mutual understanding, for example, A: 我不太喜欢听流行音乐。我更喜欢摇滚乐，因为摇滚乐很有意思。B: 古典音乐怎么样？古典音乐也不错。
- Elaboration introducing a topic or issue for discussion with others such as the importance of Mainland China or Hong Kong to Australia’s economy, the growth of Chinese-speaking tourists to Australia, or ways to promote ecotourism in Australia or in a Chinese-speaking country
Content descriptorAC9LC10C02 Communicating meaning in Chinese
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare cultural experiences
Elaborations (4)
- Elaboration planning group events such as a real or online event, trip or excursion to a Chinese-speaking community, and persuading others to get involved and contribute in different ways, for example, 你不是很喜欢吃中国菜吗？我们一起去中国城吧？
- Elaboration participating in discussions and expressing personal opinions on issues relevant to contemporary youth such as 教育, 环境, 科技, 社会公平, displaying levels of politeness or assertiveness as appropriate to contexts, for example, 我希望 versus 我要; 你最好/你应该 versus 你一定要
- Elaboration commenting on transaction experiences and acknowledging the work of others, for example, 你做得不错，但是如果你...就更好了
- Elaboration discussing issues, suggesting alternative solutions and making decisions using levels of formality and respect appropriate to audience and purpose, for example, 我觉得这样做更好; ...可以吗？
They interpret texts by evaluating and synthesising information, ideas and perspectives.
Content descriptorAC9LC10C02 Communicating meaning in Chinese
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare cultural experiences
Elaborations (4)
- Elaboration planning group events such as a real or online event, trip or excursion to a Chinese-speaking community, and persuading others to get involved and contribute in different ways, for example, 你不是很喜欢吃中国菜吗？我们一起去中国城吧？
- Elaboration participating in discussions and expressing personal opinions on issues relevant to contemporary youth such as 教育, 环境, 科技, 社会公平, displaying levels of politeness or assertiveness as appropriate to contexts, for example, 我希望 versus 我要; 你最好/你应该 versus 你一定要
- Elaboration commenting on transaction experiences and acknowledging the work of others, for example, 你做得不错，但是如果你...就更好了
- Elaboration discussing issues, suggesting alternative solutions and making decisions using levels of formality and respect appropriate to audience and purpose, for example, 我觉得这样做更好; ...可以吗？
Content descriptorAC9LC10C03 Communicating meaning in Chinese
evaluate and synthesise 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 extracting details and main ideas from texts, making judgements about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, and identifying gist and main point/s of a spoken interaction
- Elaboration comparing and responding to different perspectives on the same event or on a topical issue, for example, maintenance of clean air, water and soils
- Elaboration reading and sharing key information from diverse authors, making connections between the author’s opinion and attitudes towards particular topics such as 玩电脑游戏
- 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 comprehending information, ideas and/or opinions in spoken, written and multimodal texts related to school and education, for example, comparing Australian school timetables and subjects with those in different Chinese-speaking countries, identifying the similarities or differences, and relating them to the general public’s beliefs of education in each country
- Elaboration listening to, or viewing topic-related Chinese programs (video, film clips, etc.), sharing opinions on characters and plot, and relating the situations and contexts in the program to similar events in their own life, for example, 如果我是她...; 我觉得他最好...
- Elaboration sharing own interest in people, places and events in Chinese-speaking environments by reading about places and historical figures such as 秦始皇, 毛泽东, and writing articles for the local community
- Elaboration creating and displaying bilingual posters, to raise peers’ awareness and help promote the work of charity organisations in Chinese-speaking communities, or to promote a range of bilingual texts and resources for the school and wider community, etc.
- Elaboration listening to popular Chinese-language songs, comparing themes and content to those of songs popular in Australia, and discussing how popular culture reflects social issues, for example, love songs
They show understanding of how features of language can be used to influence audience response.
Content descriptorAC9LC10C03 Communicating meaning in Chinese
evaluate and synthesise 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 extracting details and main ideas from texts, making judgements about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, and identifying gist and main point/s of a spoken interaction
- Elaboration comparing and responding to different perspectives on the same event or on a topical issue, for example, maintenance of clean air, water and soils
- Elaboration reading and sharing key information from diverse authors, making connections between the author’s opinion and attitudes towards particular topics such as 玩电脑游戏
- 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 comprehending information, ideas and/or opinions in spoken, written and multimodal texts related to school and education, for example, comparing Australian school timetables and subjects with those in different Chinese-speaking countries, identifying the similarities or differences, and relating them to the general public’s beliefs of education in each country
- Elaboration listening to, or viewing topic-related Chinese programs (video, film clips, etc.), sharing opinions on characters and plot, and relating the situations and contexts in the program to similar events in their own life, for example, 如果我是她...; 我觉得他最好...
- Elaboration sharing own interest in people, places and events in Chinese-speaking environments by reading about places and historical figures such as 秦始皇, 毛泽东, and writing articles for the local community
- Elaboration creating and displaying bilingual posters, to raise peers’ awareness and help promote the work of charity organisations in Chinese-speaking communities, or to promote a range of bilingual texts and resources for the school and wider community, etc.
- Elaboration listening to popular Chinese-language songs, comparing themes and content to those of songs popular in Australia, and discussing how popular culture reflects social issues, for example, love songs
Content descriptorAC9LC10C04 Communicating meaning in Chinese
interpret and translate non-verbal, spoken and written interactions and texts to convey intercultural understanding in familiar and unfamiliar contexts
Elaborations (9)
- Elaboration interpreting key ideas conveyed in Chinese texts, discussing how to maintain the sentiment and intention of authors when retelling or summarising these in English, and understanding why this is important in translation
- Elaboration examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures such as 足下留情，小草常青 versus ‘Keep off the grass’
- Elaboration describing interactions, showing consideration of 面子, and discussing the differences in the significance of 面子 when the interaction occurs interculturally
- Elaboration identifying core values implicit in interactions in Chinese and explaining these to English speakers, for example, describing the language of celebration, including the origins, significance and meanings of commonly used expressions such as 年年有余, 福如东海, 寿比南山
- Elaboration reflecting on the language, beliefs and values of characters in traditional and modern literature and popular culture, and comparing different student responses to the same story, event, character or place, for example, viewing excerpts from contemporary Chinese-language films and discussing personal responses and the sociocultural contexts of the film
- Elaboration considering how to be more inclusive in one’s own use of Chinese, for example, using questions, “What questions can I ask to understand others better?”, “What words are best to be avoided?” “How can I express my opinion without causing offence?”
- Elaboration reading everyday Chinese texts encountered in menus, brochures, product packaging and advertising; identifying challenges involved in conveying meaning in English; and explaining word choices and textual features employed to enhance meaning
- Elaboration listening to audio-visual stimuli to identify tone, purpose, contexts and audience to draw a valid and justifiable interpretation of inferences about meaning, values and attitudes related to relationships, for example, speakers’ views on 早恋 or 家庭关系
- Elaboration interacting with people of different ages and positions, varying language and level of formality according to relative status, for example, using suitable ways to accept or decline requests, compliments or suggestions 你能不能帮我一点忙？不好意思，我没有空。您找谁？你爸爸在家吗？
They create texts, selecting and manipulating language for a range of contexts, purposes and audiences.
Content descriptorAC9LC10C05 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 (6)
- Elaboration using appropriate digital tools, and producing cartoon scripts to express traditional Chinese values, for example, 孔融让梨 and 愚公移山 or presenting a voice-over for a segment from a familiar television show or commentating a youth sporting event
- Elaboration creating plays with plots that reflect personal opinions on topics of interest such as 旅行, 未来, using props to support storytelling, and experimenting with language, image and sound to convey complex ideas and enhance audience appreciation
- Elaboration composing a range of informative texts, using a variety of formats for different contexts, purposes and audiences, for example, writing a speech to welcome a class of Chinese-speaking students who are being met online in a class activity or writing an email to a Chinese-speaking friend about something that has recently occurred
- 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 creating visual displays of data or information gathered from personal research or overseas trips to share with peers on features of lifestyle or experiences of Chinese-speaking youth, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for a teenager in different Chinese-speaking countries/ regions such as Singapore, Taiwan or Hong Kong or different areas within Mainland China
- Elaboration using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the atmosphere of a busy morning in a Chinese town 车水马龙, 人来人往, 人山人海
They apply and use complex sentences and structures to create and respond to spoken and written texts.
Content descriptorAC9LC10C05 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 (6)
- Elaboration using appropriate digital tools, and producing cartoon scripts to express traditional Chinese values, for example, 孔融让梨 and 愚公移山 or presenting a voice-over for a segment from a familiar television show or commentating a youth sporting event
- Elaboration creating plays with plots that reflect personal opinions on topics of interest such as 旅行, 未来, using props to support storytelling, and experimenting with language, image and sound to convey complex ideas and enhance audience appreciation
- Elaboration composing a range of informative texts, using a variety of formats for different contexts, purposes and audiences, for example, writing a speech to welcome a class of Chinese-speaking students who are being met online in a class activity or writing an email to a Chinese-speaking friend about something that has recently occurred
- 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 creating visual displays of data or information gathered from personal research or overseas trips to share with peers on features of lifestyle or experiences of Chinese-speaking youth, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for a teenager in different Chinese-speaking countries/ regions such as Singapore, Taiwan or Hong Kong or different areas within Mainland China
- Elaboration using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the atmosphere of a busy morning in a Chinese town 车水马龙, 人来人往, 人山人海
They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion.
Content descriptorAC9LC10C05 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 (6)
- Elaboration using appropriate digital tools, and producing cartoon scripts to express traditional Chinese values, for example, 孔融让梨 and 愚公移山 or presenting a voice-over for a segment from a familiar television show or commentating a youth sporting event
- Elaboration creating plays with plots that reflect personal opinions on topics of interest such as 旅行, 未来, using props to support storytelling, and experimenting with language, image and sound to convey complex ideas and enhance audience appreciation
- Elaboration composing a range of informative texts, using a variety of formats for different contexts, purposes and audiences, for example, writing a speech to welcome a class of Chinese-speaking students who are being met online in a class activity or writing an email to a Chinese-speaking friend about something that has recently occurred
- 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 creating visual displays of data or information gathered from personal research or overseas trips to share with peers on features of lifestyle or experiences of Chinese-speaking youth, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for a teenager in different Chinese-speaking countries/ regions such as Singapore, Taiwan or Hong Kong or different areas within Mainland China
- Elaboration using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the atmosphere of a busy morning in a Chinese town 车水马龙, 人来人往, 人山人海
They select and use a variety of characters appropriate to context, using Pinyin to transcribe spoken texts.
Content descriptorAC9LC10C05 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 (6)
- Elaboration using appropriate digital tools, and producing cartoon scripts to express traditional Chinese values, for example, 孔融让梨 and 愚公移山 or presenting a voice-over for a segment from a familiar television show or commentating a youth sporting event
- Elaboration creating plays with plots that reflect personal opinions on topics of interest such as 旅行, 未来, using props to support storytelling, and experimenting with language, image and sound to convey complex ideas and enhance audience appreciation
- Elaboration composing a range of informative texts, using a variety of formats for different contexts, purposes and audiences, for example, writing a speech to welcome a class of Chinese-speaking students who are being met online in a class activity or writing an email to a Chinese-speaking friend about something that has recently occurred
- 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 creating visual displays of data or information gathered from personal research or overseas trips to share with peers on features of lifestyle or experiences of Chinese-speaking youth, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for a teenager in different Chinese-speaking countries/ regions such as Singapore, Taiwan or Hong Kong or different areas within Mainland China
- Elaboration using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the atmosphere of a busy morning in a Chinese town 车水马龙, 人来人往, 人山人海
Students incorporate features, conventions and phrasing patterns of spoken Chinese including variations in intonation, rhythm and sounds, to enhance fluency.
Content descriptorAC9LC10U01 Understanding language and culture
apply features and conventions of spoken Chinese to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
Elaborations (4)
- 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, making sentences utilising this understanding
- Elaboration understanding differences in patterns of sound and tone in extended Chinese speech when listening to speakers of different ages, genders and regional backgrounds, for example, listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and paraphrasing to confirm meanings, for example, 您刚才的意思是…吗？
- Elaboration exploring regional variation in pronunciation, for example, comparing the use of 儿 in Beijing and word choices such as 姥姥, 姥爷 versus 外公, 外婆
- Elaboration experimenting with tone changes and reflecting on the impact on fluency when speaking, for example, considering, “Do my words sound less forced and more natural?”
They demonstrate understanding of the conventions of spoken and written texts and the connections between them.
Content descriptorAC9LC10U01 Understanding language and culture
apply features and conventions of spoken Chinese to extend fluency in responding to and creating texts in familiar and unfamiliar contexts
Elaborations (4)
- 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, making sentences utilising this understanding
- Elaboration understanding differences in patterns of sound and tone in extended Chinese speech when listening to speakers of different ages, genders and regional backgrounds, for example, listening to interactions between unfamiliar voices at different speeds or levels of clarity to develop auditory and comprehension skills, and paraphrasing to confirm meanings, for example, 您刚才的意思是…吗？
- Elaboration exploring regional variation in pronunciation, for example, comparing the use of 儿 in Beijing and word choices such as 姥姥, 姥爷 versus 外公, 外婆
- Elaboration experimenting with tone changes and reflecting on the impact on fluency when speaking, for example, considering, “Do my words sound less forced and more natural?”
Content descriptorAC9LC10U02 Understanding language and culture
apply knowledge of sentence structures and character form and function to predict meaning and compose texts that contain some complex structures and ideas
Elaborations (10)
- Elaboration handwriting simple sentences using correct characters to respond to questions
- Elaboration exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms such as whole simplifications 为-為, part substitutions 汉-漢 and half simplifications 说-說
- Elaboration exploring ways to indicate complements of direction, for example, 上来, 下来; 进来, 进去; 回来, 回去; indicating abstract meanings 想出来, 答不上来, 停下来, 写上去
- Elaboration comparing ways in which tense is expressed in Chinese, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 打算, 计划 to indicate intention
- Elaboration understanding elements of Chinese grammar such as word order and sentence construction, for example, analysing Chinese-specific grammatical structures and features such as 把 structure, and passive voice using 被
- Elaboration making use of conjunctions to demonstrate sequence …就, 先...(然后) 再, inference 既然…就, concessions 即使…也, condition 无论…都, choices 不是…就是 and preference 除了…以外…也
- Elaboration exploring ways to express similarities or comparatives using 和...一样, 比, 比较, 更, 最
- Elaboration distinguishing the differences between using structural particles 的, 得, 地 in sentences appropriate to the contexts, for example, 你的看法很有意思, 你说得好, 他很认真地在说
- Elaboration comparing the use of words that rely on interpretation of contexts to convey the intended meaning, for example, 让, 给
- Elaboration expressing conditions such as 如果…就; expressing cause and effect such as 为了...; and expressing the condition, quality or result of an action, for example, 坐得下, 说得对, 做完, 买到
They apply knowledge of grammar and character form and function, and language structures and features, to make and predict meaning.
Content descriptorAC9LC10U02 Understanding language and culture
apply knowledge of sentence structures and character form and function to predict meaning and compose texts that contain some complex structures and ideas
Elaborations (10)
- Elaboration handwriting simple sentences using correct characters to respond to questions
- Elaboration exploring examples of types of simplifications and ways of associating traditional characters with known simplified forms such as whole simplifications 为-為, part substitutions 汉-漢 and half simplifications 说-說
- Elaboration exploring ways to indicate complements of direction, for example, 上来, 下来; 进来, 进去; 回来, 回去; indicating abstract meanings 想出来, 答不上来, 停下来, 写上去
- Elaboration comparing ways in which tense is expressed in Chinese, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 打算, 计划 to indicate intention
- Elaboration understanding elements of Chinese grammar such as word order and sentence construction, for example, analysing Chinese-specific grammatical structures and features such as 把 structure, and passive voice using 被
- Elaboration making use of conjunctions to demonstrate sequence …就, 先...(然后) 再, inference 既然…就, concessions 即使…也, condition 无论…都, choices 不是…就是 and preference 除了…以外…也
- Elaboration exploring ways to express similarities or comparatives using 和...一样, 比, 比较, 更, 最
- Elaboration distinguishing the differences between using structural particles 的, 得, 地 in sentences appropriate to the contexts, for example, 你的看法很有意思, 你说得好, 他很认真地在说
- Elaboration comparing the use of words that rely on interpretation of contexts to convey the intended meaning, for example, 让, 给
- Elaboration expressing conditions such as 如果…就; expressing cause and effect such as 为了...; and expressing the condition, quality or result of an action, for example, 坐得下, 说得对, 做完, 买到
They support analysis of Chinese texts, using metalanguage.
Content descriptorAC9LC10U03 Understanding language and culture
reflect on and evaluate Chinese texts, using metalanguage to analyse language structures and features
Elaborations (6)
- Elaboration identifying features of text structure (layout, expression, tone, etc.) and rhetorical devices (metaphor, exaggeration, etc.) used to convey a persuasive argument or position, and comparing this with English text types and structures
- Elaboration applying knowledge of the interrelationship between language elements, structure, contexts, purpose and audience to a range of texts, for example, applying understanding of genre to determine the purpose and intended message of texts such as in a diary, letter or advertisement
- Elaboration exploring the ways in which language can be manipulated to make ideas more objective, such as the removal of personal pronouns and opinions
- Elaboration examining the use of 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我昨天买的书不太贵
- Elaboration describing orthographic features of new characters encountered, using metalanguage, including the structure, sequence and relationship of components, and explaining connections evident between form, sound and meaning
- Elaboration viewing different types of texts on similar topics and recognising differences, especially the language used, in discourse of spoken and written texts such as 昨天街上人很多, 昨天街上人山人海
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 descriptorAC9LC10U04 Understanding language and culture
reflect on and evaluate how identity is shaped by language(s), culture(s), beliefs, attitudes and values, and how these affect ways of communicating
Elaborations (6)
- Elaboration engaging in interaction with Chinese speakers and reflecting on how their own language choices are perceived by other Chinese speakers, for example, considering, “Is my communication culturally appropriate?”, “Should I adjust language and gesture to help convey meaning more effectively?”
- Elaboration reflecting on taboos in language use and how these can impact on communication across cultures, for example, reflecting on, “Is it okay to ask someone’s age in China?”, “Why do numbers and colours matter?”, “What are we superstitious about in Australia?”, “What hand gestures are acceptable with Chinese speakers?”, “What can I joke about?”
- Elaboration making connections between their first language and how it influences communication in additional languages, for example, thinking about, “Why do Chinese-speaking people speak English in certain ways?”, “What features of my first language influence how I speak Chinese?”, “How does this affect mediation of ideas between languages?”
- 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 using alternative ways of expressing meanings when communicating complex ideas, for example, 我家只有我一个孩子 for 我是独生子/独生女
- Elaboration exploring diversity within Chinese speakers’ identities and becoming more aware of this when interacting, for example, understanding that calling Chinese speakers 中国人 does not reflect the diversity of the many nationalities and identities of Chinese-speaking people
This achievement standard describes the expected learning for Years 9 to 10 Chinese · Second 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 | 8 |
| Communicating meaning in Chinese | Mediating meaning in and between languages | 2 | 18 |
| Communicating meaning in Chinese | Creating text in Chinese | 1 | 6 |
| Understanding language and culture | Understanding systems of language | 3 | 20 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 6 |
| Total | 9 | 58 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Chinese?
By the end of Year 10, students contribute to 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 (ASLANCHISLF10Y78) 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.