- You are here
- 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 9-10 Chinese BL Syllabus
- 9-10 Content Descriptions - Communicating meaning in Chinese
- 9-10 Strand Communicating meaning in Chinese
9-10 Strand Communicating meaning in Chinese
Interacting in Chinese
initiate, sustain and extend exchanges in a range of contexts, responding to ideas, opinions and perspectives about their own and others’ personal worlds
- applying strategies to sustain face-to-face and secure online conversations, or to prompt feedback on alternative views in a polite way, for example, using open-ended questions such as 大家觉得这个想法有什么好处？
- applying effective strategies in a debate, summarising key information and presenting a balanced and reasoned argument, for example, 听了大家的想法后， 我们也想说说我们的想法 ... (BL) 听了大家的想法后， 我们认为 ... or 我们的观点是 ... (L1)
- sharing opinions and responding to a range of school-related topics such as extracurricular activities, and linking ideas to support a particular view, for example, comparing school rules and expectations in Chinese-speaking countries and in Australia 我非常高兴我们都可以参加课外活动... (BL) 我认为无论是哪个学校的学生，每个学生都应该有发言权... (L1)
- acknowledging strengths in others’ ideas and providing evidence to contradict the ideas, for example, 我同意他的想法， 因为 ... (BL) 我不完全同意他的观点， 因为 ... (L1)
- engaging with educational social media to document their own experiences and achievements by posting a weekly journal or blog for others to read, for example, 校运会感想, 多元文化日有感
- expressing apology, appreciation or gratitude in diverse ways, and comparing practices across contexts, for example, considering which term to use in various situations, depending on the relationship between participants 知道你要开生日会我很高兴，但是我不能去了。(BL) 真对不起， 我不能参加你的聚会， 因为我星期日要 ... 非常感谢你的邀请, 希望你玩得高兴！(L1)
- interacting in spontaneous, hypothetical role-plays relating to a range of contexts, for example, seeing a doctor, dealing with personal emergencies such as losing identification documents while travelling (BL) or participating in a mock interview for a part-time job or volunteer work, answering questions with detail (L1)
- responding to a range of texts such as personal letters, emails or job advertisements, for example, writing dot points of key skills and experience for a part-time job (BL), or writing a cover letter for a part-time job using detail to describe experience (L1)
contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare cultural experiences
- planning and facilitating live or secure online events, such as trips or excursions to a Chinese-speaking community, and persuading others to get involved and contribute in different ways, for example, making a simple webpage or promotional video clip
- collaborating to create displays, presentations or performances for family, friends, peers or school community to showcase Chinese learning, such as reciting a poem and explaining its content and context in Chinese or English (BL), or presenting about a proposed sustainability initiative (L1)
- using secure online and offline collaborative learning tools to produce bilingual versions of community initiatives such as road safety training, sustainability project and crime prevention strategies
- participating in virtual scenarios related to travelling to China, and negotiating booking, changing or confirming a flight, tours or accommodation or exchanging currency, for example, 去徐州的火车票还可以便宜吗？ (BL) 我想买四张软卧， 可以用微信或者支付宝付款吗？(L1) 一澳元 可以换多少人民币？(BL) 澳币兑换人民币的汇率是多少？(L1)
- collaborating to reach agreement, in a culturally appropriate way such as equally contributing ideas for a student-led activity, for example, facilitating a Chinese chess club
- negotiating possible sister schools they could connect with, discussing and comparing possible schools in Chinese-speaking regions and considering aspects such as country, rural or city schools, the curriculum offered and extracurricular activities
- contributing to discussions about a range of social issues such as 经济发展与环境保护, 中国式家庭教育 to create a group presentation with a balanced view and supporting evidence, and elaborating on their own cultural perspectives
- collaboratively writing reports or articles in groups about topics such as the pros and cons of having a part-time job as a high-school student
Mediating meaning in and between languages
analyse and evaluate information, ideas and perspectives in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
- evaluating key messages in contemporary texts such as magazines, newspapers, websites or podcasts designed for Chinese-speaking high-school students, and writing a review about the content
- listening to or reading texts and analysing how language conveys meaning, such as rhetorical questions, irony or sarcasm in texts, for example, 你不会真想去参加铁人三项吧？
- applying understanding of news articles and other formal text types to create their own response to contemporary issues in Chinese-speaking communities, for example, 人口老龄化
- listening to or reading a First Nations Australian author’ story in English, and presenting or writing a reflective personal response in Chinese
- accessing a range of digital and other texts such as books, documentaries or interviews, to collate and present information about current affairs, for example, creating a multimodal presentation on recycling, education in rural communities or the impact of social media on young people
- analysing and evaluating information obtained from a range of sources, including statistical data, quotations or research-based evidence, to develop an overview on matters such as public health or safety, environmental pollution, population change or rapid urbanisation
- evaluating print or digital resources for reliability and referencing them appropriately, such as researching popular careers in a particular society and giving a speech to justify choice, for example, 有一篇文章中说 ... (BL) 根据2022年搜狐网上有关未来职业的一篇文章 ... (L1)
- exploring how different forms of entertainment are used to express or reflect contemporary issues, for example, analysing 春晚小品 and how the topics are related to the trending events of the year
- creating a simplified or a more detailed script in response to a movie such as a science-fiction story, and using terms derived from the movie in their own script, for example, 《霹雳贝贝》，《流浪地球》
- identifying choices of words and phrasing that influence a reader’s response to texts, such as language to persuade the reader to endorse the writer’s views, and then applying this in their own writing, for example, 难道不是每一个有良知的人都会认同吗？
interpret and translate a range of non-verbal, spoken and written texts, and explain how meaning is conveyed to reflect cultural context, purpose and audience
- comparing and discussing various Chinese translations of English words, phrases and expressions, for example, 勺子 versus 调羹, or 外公 versus 姥爷, 外婆 versus 姥姥
- identifying words used with specific assumptions, for example, gender 英俊 versus 美丽, significance 会见 versus 碰头, formality 光临 versus 来到
- considering ways to translate Chinese culture-specific terms into English, for example, 中药和食疗, 上火, 大补
- interpreting for Chinese and/or English speakers for events that require in-depth cross-cultural knowledge, for example, acting as an ambassador for Chinese-speaking visitors to the school
- comparing idioms and colloquialisms across languages and identifying the challenges in mediating the embedded cultural values, for example, 胸有成竹 (have a well-thought-out plan)
- comparing bilingual editions of stories or poems and discussing how authors and translators maintain the effect of stylistic devices across languages, for example, the use of metaphor
- interpreting meaning in bilingual contexts and identifying challenges and potential issues in mediation, for example, mediating Chinese jokes to English speakers, and vice versa
- experimenting with translations of extended texts, using a range of print and digital dictionaries and translation tools, or without assistance
- comparing 褒义词, 贬义词 and 中性词, and the contexts in which they are used, for example, the differences between 聪明 and 滑头
- examining recently introduced terminology and considering the reasons behind their development, for example, 破防, 元宇宙, 二次元
- applying translation strategies in Chinese and English, for example, writing subtitles for Chinese or English programs and then checking translations with those available
Creating text 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
- creating a presentation on an issue such as the current population policy in China and comparing with alternative opinions, for example, 有人说 ... 也有人说 ... 他们都不知道 ... 所以 ...
- producing multimodal presentations, using tables, maps, charts or graphs from data and statistics, to deliver information for various purposes and audiences, for example, using data and statistics about the benefits of electric cars to promote increased use in China or Australia
- composing texts for events with specific purposes and audiences, for example, a presentation on a community recycling project or experiences from an exchange program (BL), and outlining common concerns or issues that may occur (L1)
- reflecting on the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Chinese to a group of Chinese-speaking visitors at a school assembly
- writing a narrative account of the life of a character from a book or film, for example, 孙悟空/美猴王 (BL)
- writing a biography of a significant person or character from the past or present, applying terms derived from traditional literature, for example, 世有伯乐，然后有千里马；千里马常有，而伯乐不常有。（韩愈：《杂说（四）》）(L1)
- creating a Chinese voice-over for a scene from an English language sitcom or collaborating to create a drama or comedy to depict their lives and the lives of Chinese migrants in Australia
- composing a script for a short play or video clip, using descriptive language to set the scene and capture the imagination of the intended audience, for example, describing a busy morning in a Chinese town to potential travellers
- composing and presenting a cultural exhibition or performance for members of the local Chinese-speaking community, for example, 舞龙舞狮
- experimenting with ways of expressing ideas in formal contexts, such as using objective rather than subjective language to recount events, for example, 袋鼠很多 compared with 我看到了很多袋鼠。
Digital literacy