Year 10 SyllabusTest
Year 10 Syllabus
Year Level Description
Year 10 Chinese: Second Language builds on the skills, knowledge and understanding required of students to communicate in Chinese developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of the Chinese language and culture. Students have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how Chinese may feature in these.
Students communicate in Chinese, initiating and participating in sustained interactions with others to exchange ideas, opinions, experiences and thoughts about making choices for today, and in the future. They engage in individual and collaborative tasks that involve debating with peers to exchange views and justify opinions, organising a forum or presenting a speech. Students identify information and ideas from texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas. They convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by discussing ideas, and considering how these relate to contemporary society and their culture. They create imaginative texts in different modes and formats to entertain, or express ideas, attitudes and/or perspectives.
Students understand the systems of the Chinese language when encountered in spoken and written texts. They increase control of regular and irregular elements of the Chinese sound system, examining differences in sounds and tones heard in spoken language. They relate prior knowledge of character form and function to infer information about sound and meaning and meaning of unfamiliar characters. Students generate language for a range of purposes in spoken and written texts by continuing to extend their understanding and use of context-related vocabulary and elements of the Chinese grammatical system, including indicating preferences using adjectives, talking about the future by using 打 算, and using different ways to negate. Students continue to build a metalanguage in Chinese to talk about vocabulary and grammar concepts. They engage with Chinese speakers and texts, recognising how their own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments.
In Year 10, students are expanding the range and nature of their learning experiences, and the contexts in which they communicate with others, and are challenged to engage with some independent learning experiences. While they are becoming increasingly autonomous when using Chinese in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.
Communicating
Socialising
Initiate and participate in sustained interactions with others orally and in writing to exchange ideas, opinions, experiences and thoughts about making choices for today and in the future, includinghealth and physical activity, having a part-time job, learning a language and my future, for example, 我这个星期不能去上班。因为我要复习。; 我妈妈不让我参加聚会。; 我打算上大学; 你学汉语多久了？; 你多久打一次网球？
我一星期打三次网球。; 你喜欢数学课吗？
为什么？我不喜欢， 因为很难; 明年我要学数学和科学， 因为我想当医生。; 我不常喝可乐，因为不健康。; 为什么学中文很重要？;
我不太同意你的说法，因为……; 你觉得呢？; 虽然你说得对，但是……; 所以我觉得……
Engage in individual and collaborative tasks, such as planning or debating with peers to initiate a school campaign to promote awareness of a wellbeing issue for teenagers, or organising a real or simulated forum to raise awareness of the use of social media at school, or presenting a speech on their language learning experiences
Use classroom language to question, elicit and offer opinions, compare ideas and participate in reflective activities and evaluations, for example, 我不太同意你的说法，因为……; 你觉得呢？; 虽然你说得对。; 但是……; 所以我觉得……
Informing
Identify information and ideas from a range of texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas
Convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience
Creating
Respond to traditional and/or contemporary imaginative texts by discussing ideas and considering how these relate to contemporary society and own culture
Create own imaginative texts in different modes and formats, using imaginary characters, places and/or experiences, to entertain, or express ideas, attitudes and/or perspectives
Translating
Translate and interpret texts from Chinese to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning
Reflecting
Engage with Chinese speakers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments
Reflect on the experience of learning and using Chinese and how it might add further dimension to own identity
Understanding
Systems of language
Examine differences in sounds and tones heard in spoken language, such as 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 (homonyms) and 近音词 (words with similar pronunciation) in different contexts, for example, 同意 and 统一
Relate prior knowledge of character form and function to infer information about sound and meaning of unfamiliar characters
Generate language for a range of purposes in spoken and written texts, by continuing to extend understanding and use of context-related vocabulary and elements of the Chinese grammatical system, including:
- using different ways to negate depending on degree of formality or emphasis, for example, (我不是……; 我哪儿有……？; 我没有办法……; 我不能……; 不行; 别; 不准)
- experimenting with 因为 to justify opinions
- building logical arguments by expressing additional information and providing reasons, for example, using 不但……; 而且……; 除了……以外; 另外……
- introducing contrasting views to others using elements, such as cohesive devices, for example, 不是……而是……; 不过……; 虽然……; 但是……
- experimenting with the use of 成语, such as 数一数二; 一心一意; 三心二意; 一头雾水; 乱七八糟, to substantiate and emphasise ideas
- exploring and applying conjunctions to sequence and connect ideas when constructing texts, for example, 不但……, 而且……; 虽然……, 但是……
- experimenting with 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。
- expressing permission or ability to do something using 能
- using 不让 to express inability to do something
- talking about the future by using 打算
- using the question word 为什么？to ask for a reason
- using 多久 to ask for how long something has been done, for example, 你学习汉语多久了？
- describing how often an activity is done within a time frame using 次, for example, 我一星期打三次网球。
- providing details by using frequency expressions, such as 常常, 有时, 不常, 每天, 从不
- experimenting with expression, relating to duration, to add detail/specificity, for example, 我每个星期打三个小时的网球。
- indicating preferences using adjectives, such as 难, 容易, 简单, 有意思, 没有意思, 无聊, 有趣
Continue to build metalanguage to talk about vocabulary and grammar concepts
Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts
Language variation and change
Analyse how Chinese is used in varying ways to achieve different purposes, and changes over time and place
Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge
Role of language and culture
Explore the nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs
Achievement standard
To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons
Year Level Description
Year 10 Chinese: Second Language builds on the skills, knowledge and understanding required of students to communicate in Chinese developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of the Chinese language and culture. Students have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how Chinese may feature in these.
Students communicate in Chinese, initiating and participating in sustained interactions with others to exchange ideas, opinions, experiences and thoughts about making choices for today, and in the future. They engage in individual and collaborative tasks that involve debating with peers to exchange views and justify opinions, organising a forum or presenting a speech. Students identify information and ideas from texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas. They convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by discussing ideas, and considering how these relate to contemporary society and their culture. They create imaginative texts in different modes and formats to entertain, or express ideas, attitudes and/or perspectives.
Students understand the systems of the Chinese language when encountered in spoken and written texts. They increase control of regular and irregular elements of the Chinese sound system, examining differences in sounds and tones heard in spoken language. They relate prior knowledge of character form and function to infer information about sound and meaning and meaning of unfamiliar characters. Students generate language for a range of purposes in spoken and written texts by continuing to extend their understanding and use of context-related vocabulary and elements of the Chinese grammatical system, including indicating preferences using adjectives, talking about the future by using 打 算, and using different ways to negate. Students continue to build a metalanguage in Chinese to talk about vocabulary and grammar concepts. They engage with Chinese speakers and texts, recognising how their own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments.
In Year 10, students are expanding the range and nature of their learning experiences, and the contexts in which they communicate with others, and are challenged to engage with some independent learning experiences. While they are becoming increasingly autonomous when using Chinese in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.