The nature of the learners
At this level, students bring prior knowledge of Chinese language and culture, and a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They are considering their future pathways and choices, including how Indonesian could be part of these.
Chinese language learning and use
Students use Chinese for self-expression, to obtain information and present a point of view to others, identifying subtle differences in word use and manipulating language for different purposes and audiences. Pinyin remains an important tool for learning the sound of new words, associating sounds with characters, and creating digital texts in characters.
Contexts of interaction
The likely contexts for interaction are extended to encompass the exchange of information and opinions on topics that will assist students to develop a deeper appreciation of cultural practices and traditions in diverse Chinese-speaking communities'. Learners interact with a broader range of Chinese speakers, using the spoken language to participate in discussions and other interactions.
Texts and resources
Text types include short informative texts from various websites, opinion pieces from personal blogs, and online chat forums conducted in Chinese with users in diverse locations. Students access information and explore texts written in Chinese, developing strategies to interpret meanings where not all characters are known.
Features of Chinese language use
Learners engage in cross-cultural communication and reflect on their own experiences in Chinese. Classmates work collaboratively to exchange information and ideas relating to contemporary issues or events and to share their life experiences. They use creative and expressive language in narratives to express their imagination.
Level of support
Learners are supported to develop autonomy as language learners and users, to self-monitor, and to adjust language in response to their experience in increasingly diverse contexts. They access characters and vocabulary from a range of print and digital resources and online and print dictionaries.
The role of English
Chinese is the language of instruction and interaction. Some discussion and reflection are necessarily carried out in English, but learners at this level are beginning to express
By the end of Year 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students use pinyin to transcribe spoken texts and use characters to create written texts. They identify key ideas and compare information from multiple sources (such as 新闻,访谈,podcast, 纪录片) to develop and substantiate their own position on topics of personal interest or issues of broader significance. They exchange ideas and opinions, for example, 为什么学中文很重要?; 澳大利亚的语言;好用的手机app, 我不太同意你的说法,因为…你觉得呢?; 虽然你说得有道理,但是… 所以我觉得… They speak with attention to pronunciation and tone. Students respond to and create a range of short informative and imaginative texts for a variety of audiences and purposes, for example, 什么是最健康的食物? 如果我…的话 . They use a range of sentence structures and grammatical features to develop cohesion and coherence in these texts, including prepositional phrases to describe participants (for example, 我和 / 跟妈妈去买东西), and adverbs to express time, tense and frequency of events, for example, 总是,还没有. They use conjunctions (for example, 虽然如此…,尽管这样…但是…) and apply a range of stylistic devices such as rhetorical questions, quotes and 成语. They translate texts and produce bilingual texts, recognising that not all concepts can be readily translated Chinese and English. They engage with a range of imaginative texts, for example, 娱乐节目-小品,合唱,音乐录影,流行歌曲比赛,电视片,电影.
Students recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures. They recognise that language is dynamic and is influenced by time, place, setting, participants and contexts. When interacting with a range of texts they identify how audience and purpose shape their own and others’ language choices and interpretation of these texts. They explain how features of Chinese culture and language shape their own and others’ communication practices. Students reflect on how their own cultural experience impacts on interactions with Chinese speakers.