Year 8 SyllabusTest
Year 8 Syllabus
Year Level Description
Year 8 Chinese: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Chinese language developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of Chinese language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider issues of how the experience impacts on the sense of ‘norms’ associated with their first language and culture.
Students communicate in Chinese, initiating and maintaining spoken and written interactions with peers and known adults to share ideas, views and experiences of family and community activities, social events, special occasions and milestones. They engage in written interactions and activities with peers and others that involve planning, considering options and solving problems. Students access, summarise and share key information from a range of texts and present them in different formats for the intended audience. They organise and present information in texts related to aspects of their personal and social worlds, using descriptive and expressive language. Students respond to aspects of performance-based imaginative texts and express opinions about these aspects in their own oral performances and texts. They create and perform written imaginative texts to describe experiences to enrich the visual or listening experience.
Students better understand the systems of the Chinese language, examining differences in sounds and tones heard in oral discourse and interpret texts by inferring meaning. They extend knowledge of context-related vocabulary and identify and apply features of grammar to organise, sequence and connect ideas in spoken and written texts. Students use metalanguage to describe the distinctive spoken and written language system of Chinese
Students are encouraged to participate in intercultural interactions with members of the Chinese-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses.
In Year 8 students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor and to adjust language in response to their experiences in different contexts. Chinese language is being used in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.
Communicating
Socialising
Initiate and maintain spoken interactions with peers and known adults, using modelled expressive and descriptive language to share ideas, views and experiences of family and community activities, social events, special occasions and milestones, for example, 中国人春节喜欢穿红色的衣服和吃饺子; 澳大利亚人圣诞节喜欢…
(ACLCHC049)
Engage in written interactions and activities with peers and other familiar participants that involve planning, sharing ideas and views considering options, inviting, negotiation of arrangements and solving problems
Compare opinions on and attitudes towards different cultures such as 我喜欢上学，因为…;
我最喜欢数学
(ACLCHC050)
Informing
Access, summarise and share key ideas and information and opinions from a range of spoken texts related to their personal and social worlds and present them in different formats for the intended audience
(ACLCHC051)
Organise and present information from a range of written texts related to aspects of their personal and social worlds, using descriptive and expressive language to compare perspectives and experiences
(ACLCHC052)
Creating
Respond to a range of performance-based imaginative texts, observing how characters, emotions and attitudes are portrayed and express opinions about these aspects in their own oral performances and texts
(ACLCHC053)
Create and perform a range of written imaginative texts to describe experiences that involve imagined contexts and characters such as raps, poems, picture books or cartoons, selecting appropriate language, rhythms and images to enrich the visual or listening experience
(ACLCHC054)
Translating
Translate and interpret texts and compare their own translation to peers’, reflecting on challenges associated with transferring meaning and concepts from one language to another
(ACLCHC055)
Reflecting
Participate in intercultural interactions with members of the Chinese-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflect on adjustments made as a result of reactions and responses
Consider how their own biography impacts on identity and communication and shapes their own intercultural experiences
(ACLCHC057)
Understanding
Systems of language
Examine differences in sounds and tones heard in oral discourse such as the diverse meanings of words that share similar sounds, for example, the many meanings of the sound ‘shi’ and learning how to differentiate between 同音词 (homonyms) and 近音词 (near-syllable words) in different contexts, for example, 买东西/卖东西
(ACLCHU058)
Interpret texts by inferring meaning from common character components or position of components and analyse how reliable this method is in translating
Use metalanguage to describe the distinctive spoken and written language system of Chinese
(ACLCHU059)
Extend knowledge of context-related vocabulary and identify and apply features of grammar to organise, sequence and connect ideas in spoken and written texts, including:
- exploring the use of diverse time expressions and ways to sequence events in time and applying in their own language use, for example, 先…然后;一…就…;…了;就…;才;第一;
然后 - comparing and applying the functions of prepositions and discussing the importance of context when determining their meaning in texts, for example, 跟，对，给
- exploring and applying the use of conjunctions to sequence and connect ideas when constructing texts, for example, 不但…而且…；虽然…但是…
- using different ways to negate ideas 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;…不可以
Analyse how authors adjust features of different text types for different purposes and audiences
(ACLCHU061)
Language variation and change
Investigate the extent and dynamic nature of Chinese language use locally and globally
(ACLCHU062)
Explain how the Chinese language is constantly expanding to include new words and expressions in response to social and technological changes
(ACLCHU063)
Role of language and culture
Compare and reflect on how cultural contexts influence the way language is used within and across communities
(ACLCHU064)
Achievement standard
At standard, students initiate and maintain spoken interactions in Chinese with others through collaborative tasks, activities and transactions to exchange information on family and community activities, social events, special occasions and milestones. They use modelled descriptive and expressive language to share ideas, views and experiences, such as 中国人春节喜欢穿红色的衣服和吃饺子 and 澳大利亚人圣诞？They participate in written interactions and activities that involve planning, sharing ideas and views by considering options, making arrangements and solving problems, as well as comparing opinions on, and attitudes towards, different cultures. Students identify and share some key ideas, information and opinions from spoken texts related to their personal and social worlds, and present them in different formats for their intended audience. They list and present some information from written texts related to aspects of their personal and social worlds, using mostly rehearsed descriptive and expressive language to compare perspectives and experiences. Students respond to a range of performance-based imaginative texts, observing how characters, emotions and attitudes are portrayed, and express opinions about these aspects in their own oral performances and texts. They create and perform a range of simple written texts to describe experiences with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the visual or listening experience. Students translate and interpret texts, with some inaccuracies, and compare their own translation to peers’, reflecting on challenges associated with transferring meaning and concepts from one language to another. Students interact and engage with Chinese speakers to share and compare some aspects of culture that affect communication, and notice how their own culture impacts on language use. They also consider how their biography influences their identity and communication.
Students better understand the systems of the Chinese language, examining differences in sounds and tones heard in oral discourse, such as the diverse meanings of words that share similar sounds. They interpret texts by inferring meaning from common character components or position of components and analyse how reliable this method is in translating. Students discuss how the Chinese language works, using metalanguage to describe the distinctive spoken and written language system of Chinese. They use familiar vocabulary and apply elements of grammar, with a satisfactory level of accuracy. Students explore the use of diverse time expressions and ways to sequence events in time and apply in their own language use, for example, 先…然后;一…就…; …了; 就…;才;第一;然后. Students compare and apply the functions of prepositions and discuss the importance of context when determining their meaning in texts. They explore and apply the use of conjunctions to sequence and connect ideas when constructing texts. They use different ways to negate ideas 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;…不可以.Students analyse, in part, how authors adjust features of different text types for different purposes and audiences. They investigate the extent and dynamic nature of Chinese language use locally and globally, and explain how the Chinese language is constantly expanding to include new words and expressions in response to social and technological changes. Students compare and reflect on some ways in which cultural contexts influence the way language is used within and across communities.
Year Level Description
Year 8 Chinese: Second Language builds on the skills, knowledge and understanding required of students to communicate in the Chinese language developed in Year 7 and focuses on extending their oral and written communication skills and their understandings of Chinese language and culture. Students may need encouragement to take risks in learning a language at this stage of social development and to consider issues of how the experience impacts on the sense of ‘norms’ associated with their first language and culture.
Students communicate in Chinese, initiating and maintaining spoken and written interactions with peers and known adults to share ideas, views and experiences of family and community activities, social events, special occasions and milestones. They engage in written interactions and activities with peers and others that involve planning, considering options and solving problems. Students access, summarise and share key information from a range of texts and present them in different formats for the intended audience. They organise and present information in texts related to aspects of their personal and social worlds, using descriptive and expressive language. Students respond to aspects of performance-based imaginative texts and express opinions about these aspects in their own oral performances and texts. They create and perform written imaginative texts to describe experiences to enrich the visual or listening experience.
Students better understand the systems of the Chinese language, examining differences in sounds and tones heard in oral discourse and interpret texts by inferring meaning. They extend knowledge of context-related vocabulary and identify and apply features of grammar to organise, sequence and connect ideas in spoken and written texts. Students use metalanguage to describe the distinctive spoken and written language system of Chinese
Students are encouraged to participate in intercultural interactions with members of the Chinese-speaking community to discuss cultural practices, demonstrating awareness of the importance of shared understanding and reflecting on adjustments made as a result of reactions and responses.
In Year 8 students are supported to develop increasing autonomy as language learners and users, to self-monitor and peer-monitor and to adjust language in response to their experiences in different contexts. Chinese language is being used in more extended and elaborated ways for classroom interactions and routines, task participation and structured discussion.