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- K-10 Outline
- Western Australian Curriculum
- Learning Areas
- Languages
- Australian Curriculum Languages
- Chinese - Australian Curriculum
- Chinese - Australian Curriculum
- Chinese Background Language (BL) and First Language (FL) - Years 7 to 10
- Years 7-8 Chinese BL Syllabus
- 7-8 Content Descriptions - Understanding language and culture
7-8 Content Descriptions - Understanding language and culture
Understanding systems of language
use tone-syllables and apply intonation, stress and phrasing to enhance fluency, and respond to and create texts in a range of contexts
- exploring key features of Chinese phonology, examining the range of sounds and recognising how spoken syllables and tones are represented, for example, the tone of "不" and "一" can vary based on context.
- recognising the value of Pinyin romanisation to assist in distinguishing differences in spoken Chinese, to generate digital texts and develop understanding of sound-symbol correspondences in characters, for example, using Pinyin input to type Chinese characters for spoken scripts
- recognising and discriminating between homophones in Chinese, for example, 是 and 室, and enhancing fluency by practising tongue twisters (BL) or stand-up comedy (L1) in Chinese
- identifying subtle differences in pronunciation in their own and others spoken Chinese, such as regional accents (BL)
- comparing their own speech to the pronunciation and speech patterns in examples of Modern Standard Chinese, such as in news broadcasts (L1)
- performing Chinese poems such as 五言绝句 (BL) or 唐诗宋词 (L1), and experimenting with rhythm, voice, emotion and gesture to convey the intended sentiment
- using dictionaries or digital tools to check the correct pronunciation of unknown characters to enhance fluency
- preparing a mock lesson for beginner Chinese students about Chinese phonology
- preparing a speech in Chinese and practising with Chinese-speaking family members or peers (BL) or performing for a specific audience such as the local Chinese-speaking community (L1)
use components and/or characters, sentence structures, syntax and writing system features to infer meaning and to compose and respond to familiar and some unfamiliar texts and contexts
- identifying the nature of components, and their arrangement and function in a range of characters, for example, fire 火/ 灬 and heart 心/ 忄components (BL), and comparing the components against their traditional counterparts such as 饣and 飠(L1)
- inferring characters and meanings in phrases representing auspicious meanings such as 年年有鱼－年年有余; 年糕－年年高升; 枣栗子－早立子; 8－发 (L1)
- applying rules of stroke direction and stroke order when writing characters, paying attention to details such as length of a stroke (BL), and exploring running-writing styles such as 行书，草书, where variation of stroke order may occur (L1)
- using digital tools to write unknown characters and to assist with stroke order (BL), and identifying examples of the language on the internet, to use in their own language, for example, 囧，槑，烎 (L1)
- identifying the possible placement of specific radicals and components in compound characters such as找，提，挑，打, for example, the placement of 扌 on the left-hand side, through digital or board games (BL), or exploring replacement using traditional character components (L1) such as 金字旁，錢，鎖
- examining the relationship between characters in a word, identifying subtle differences in meaning to enhance their own communication, and determining the appropriate context for related words such as 帮忙 and 帮倒忙
- recognising differences between characters of similar appearance, for example, spot the difference between巳 and 已, or spot the 错别字, and explore their meanings
- analysing how words containing a common morpheme are related, for example, how 乘 is used in 乘车， 乘机 and 乘法
- using punctuation conventions such as full stops, exclamations marks and question marks to express different meanings, for example, adding punctuation marks to 小猴子找不着爸爸妈妈很着急 (BL) or identifying and explaining the difference between 小猴子找不着爸爸，妈妈很着急。 and 小猴子找不着爸爸妈妈， 很着急。 (L1)
- joining, contrasting and sequencing, using a range of cohesive devices and exploring ways of extending, sequencing and elaborating ideas through the use of connectives, conjunctions and subject pronouns, for example, 首先，... 其次, ... 再次, ... 最后, ...
- constructing a range of sentences in affirmative, negative, interrogative and imperative forms for different purposes, for example, 太好了！快点！为什么这么慢？天很冷！(BL), or restating affirmative, negative and interrogative structures, for example, 你不会是想回家吧？versus 先别回家。(L1)
- differentiating 同音词 based on the meanings of each morpheme, for example, in 走进 and 走近, and applying in their own writing
- comparing known simplified characters with traditional characters and discussing differences
compare and explain similarities and differences between Chinese and English language structures and features, using familiar metalanguage
- discussing aspects of grammar, using metalanguage in Chinese or English, including terms such as 名词 (noun)，动词 (verb), 形容词 (adjective), 主语 (subject) and 谓语 (predicate), for example, discussing 汉语名词的复数形式是什么？
- comparing different ways of sequencing ideas for different audiences and purposes, for example, a blog compared with an email (BL), or an argument in a speech or essay in Chinese or English, for example, 总起-分述-总结 (L1)
- reading texts and choosing expressions, phrases or sentences that appeal to the reader and explaining their choices
- reading samples of formal texts such as informative reports or short news articles (BL) or official letters (L1), and identifying how language use compares with their own everyday speech or informal texts
- comparing the expression of ideas in diverse traditional and contemporary literary texts, such as the different ways in which the story of 孙悟空 is told in a cartoon (BL), film or television show (L1)
Understanding the interrelationship of language and culture
reflect on and explain how their own and others’ identity is shaped by language(s), culture(s), attitudes, beliefs and values
- discussing identity and cultural values reflected in language use, and how they influence interactions with others, for example, adding a persons job title after their surname to show respect, such as 李医生，何老师，王校长
- comparing key differences between a range of Chinese-speaking regions, such as cultural traditions and beliefs, and considering how this diversity might impact the perspectives and values of Chinese speakers from these regions
- explaining communicative practices that might be perceived differently in different cultures, for example, when accepting a compliment in Chinese, saying 谢谢 might make one look 自大
- examining, in Chinese or English, how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared with language variation across Chinese-speaking communities
- identifying ways in which their Chinese identity is reflected in their own values, beliefs and language
- exploring how known languages influence their way of communicating, such as differences in the use and frequency of "Thank you"
- identifying elements of their own community and identity, including involvement in cultural practices and choices of language, for example, using 回国 for returning to the home country
- reading jokes or cartoons in Chinese and discussing how humour is conveyed through non-verbal and spoken expressions, and comparing how humour is interpreted in different cultural settings
- discussing past or possible experiences of living in a Chinese-speaking country and how they feel about the lifestyle and practices compared with their lifestyle in Australia