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BOSTES K–10 SYLLABUS DEVELOPMENT PROCESS

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The Language K-10 Framework forms the basis for the development of the Chinese K-10 draft curriculum and is structured according to the elements of a K-10 curriculum. Each subsection of the Chinese K-10 draft curriculum deals with a curriculum component and contains an explanation of the component's purpose. Consistent with the K-10 Curriculum Framework and the Statement of Equity Principles, the K-10 Language Framework addresses the diverse needs of all students.

The continued relevance of the NSW K–10 curriculum is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which sets the direction of Australian schooling for the next ten years. How learning in the Chinese K–10 curriculum will contribute to the curriculum and to student achievement of broad learning outcomes will be described in the curriculum rationale. Students with special educational needs can access K–10 outcomes and content in a variety of ways.

EAL/D students simultaneously learn a new language and knowledge, understanding and skills from the Chinese K-10 curriculum through the new language. Cross-curricular learning, including cross-curricular priorities, general abilities and other areas identified as important learning for all students, are incorporated and identified by icons in the Chinese K-10 draft curriculum.

RATIONALE

NSW's rich linguistic and cultural diversity, to which Chinese-speaking communities contribute significantly, provides an educational environment where the study of languages ​​and cultures is valued as a unique and integral part of the K-10 curriculum. They develop an intercultural capacity and understanding of the role of language and culture in communication, and are more accepting of diversity and difference. They develop their understanding of their own participation and ways of being in the world, and reflect on their own heritage, values, culture and identity.

The study of Chinese in Kindergarten to Year 10 prepares students for one of the differentiated Chinese syllabuses available for study at Stage 6, and for future employment, within Australia and internationally, in areas such as commerce, tourism, hospitality, education and international relations.

THE PLACE OF THE CHINESE K–10 SYLLABUS IN THE K–12 CURRICULUM

In the NSW curriculum, the objective provides a concise statement of the overall purpose of the curriculum. The purpose, objectives, outcomes, and content of a curriculum are clearly linked and sequentially reinforce details of the intent of the curriculum. The purpose of Chinese in Years K-10 is to enable students to communicate with others in Chinese and to reflect on and understand the nature and role of language and culture in their own lives and the lives of others.

OBJECTIVES

KNOWLEDGE, UNDERSTANDING AND SKILLS

COMMUNICATING

UNDERSTANDING

VALUES AND ATTITUDES

OUTCOMES

  • outcomes
  • outcomes
  • outcomes
  • outcomes
  • outcomes

LCH4-3C uses Chinese to present information and ideas in different formats for different audiences. LCH5-3C manipulates Chinese to present information, opinions and ideas in different forms for specific audiences, purposes and contexts. LCH4-4C uses a range of linguistic structures to compose imaginative and informative texts in Chinese in a variety of formats for a variety of audiences.

LCH5-4C experiments with language patterns and structures to compose imaginative and informative texts in Chinese in various forms for different audiences, purposes and contexts. The LCH1-5U recognizes and reproduces the sounds of Chinese and understands how they are represented in written form. LCH3-9U makes connections between one's own cultural practices and language use and those of Chinese-speaking communities.

LCH4-9U recognizes that language use reflects cultural ideas and is shaped by a society's values ​​and beliefs.

STAGE STATEMENTS

PRIOR-TO-SCHOOL LEARNING

By the end of Stage 1, students interact in Chinese with their peers and teacher to exchange greetings and simple information. At the end of stage 2, students interact in Chinese with their peers and learn to exchange. They acquire, classify and respond to information from a variety of texts and communicate ideas and information in a variety of formats to different audiences.

They compose imaginative and informative texts for a variety of purposes and target groups and create bilingual texts and resources for their own language learning and the school community. By the end of Stage 4, students interact with others in Chinese to exchange information on a range of topics. The students compose imaginative and informative texts in a number of formats according to purpose and target group.

They convey information and ideas from different perspectives and compose a variety of imaginative and informative texts in a variety of formats for specific audiences, purposes and contexts. They reflect on variations in their own language use and communicative and cultural behavior in Chinese and English-speaking contexts.

ORGANISATION OF CONTENT

CONTENT

LEARNING ACROSS THE CURRICULUM

They learn to communicate and interact in Chinese in interculturally appropriate ways, exploring concepts, experiences and perspectives from within and across Chinese and other Asian cultures. Learning Chinese provides a context in which students can develop their knowledge and understanding of concepts, perspectives and issues related to sustainability in Chinese-speaking communities in China, Australia and the world. Students develop critical and creative thinking as they interact in Chinese with people and ideas from different backgrounds and perspectives.

They think creatively when they compose imaginative and informative texts in Chinese in various formats for a variety of contexts, purposes and audiences. As they collect, interpret, and analyze information, ideas, and research data related to aspects of language and culture in Chinese-speaking communities, students learn about ethical procedures for investigating and working with people and places. They explore cultural representations that contribute to a sense of identity in Chinese-speakers, their own and other communities, identify cultural symbols, such as flags or traditional dress, and explore ways in which people express their culture through music, dance, traditional stories, food, games and parties.

Students learn about the values, attitudes, customs and traditions of Chinese-speaking societies, as well as characteristics common to their own and other societies. They communicate in Chinese in various contexts and understand the importance of using a culturally appropriate language and.

CONTENT FOR EARLY STAGE 1

INTERACTING OUTCOME

ACCESSING AND RESPONDING OUTCOME

COMPOSING OUTCOME

SYSTEMS OF LANGUAGE OUTCOME

LANGUAGE VARIATION AND CHANGE OUTCOME

ROLE OF LANGUAGE AND CULTURE OUTCOME

CONTENT FOR STAGE 1

CONTENT FOR STAGE 2

适合具有先前学习和/或经验的学生的内容 学生:使用公式化表达、建模语言和视觉教具撰写文本,例如:在我的学校?我叫蒂娜,我是我的妹妹。我现在三年级,我的老师是王老师。汉语中的“阿姨”以及他们如何用英语称呼那个人——确定他们的中国身份在日常生活和兴趣中的体现方式,例如

CONTENT FOR STAGE 3

CONTENT FOR STAGE 4

CONTENT FOR STAGE 5

VALUES AND ATTITUDES OBJECTIVES

The outcomes and content of the years 7–10 life skills are the foundation for developing a rigorous, relevant, accessible, and meaningful age-appropriate program. Outcomes and content should be selected based on each student's learning needs, strengths, goals, and interests.

INTERACTING OUTCOME

ACCESSING AND RESPONDING OUTCOME

ASSESSMENT

STANDARDS

This support material provides general assessment tips and strategies to help teachers plan educational programs.

ASSESSMENT FOR STUDENTS WITH SPECIAL EDUCATION NEEDS

Further examples of assessment adaptations for students with special educational needs and information on assessment of students undertaking life skills outcomes and content can be found in the supporting materials for:.

REPORTING

GLOSSARY

In the context of intercultural language learning, the concept of biography can be considered in connection with identity, the formation of identity over time and the understanding that language is involved in the formation and expression of identity. These associations include synonyms, antonyms (e.g. I study/lazy, ugly/beautiful), repetition (e.g. work, work, work – that's all we do!) and collocations (e.g. friend and friend, my friend made me a big favor last week. She was a real friend.) communication A mutual and reciprocal exchange of meanings. The active process of creating/constructing/deciphering the meaning of linguistic input through listening, reading, seeing, touching (as in Braille), and combinations of these modalities.

The process builds on the learner's existing knowledge and understanding, strategies and word processing skills; for example inferring or applying knowledge about text types and social and cultural sources. For example, Sophie and her mother can come and visit, or they can stay at home. Context can include the general social, historical, and cultural conditions in which a text exists or the specific features of its immediate environment, such as participants, roles, relationships, and setting.

More advanced language skills include the ability to use genres such as narrative or persuasive text creatively. Modes are also used to refer to the semiotic (significant) means associated with these communicative processes, such as sound, printing, image, and gesture. A key element of scaffolding to support learners' language use and encourage further contributions.

Tasks provide opportunities to build on existing language resources and experiment with new forms. The task can be authentic, for example to guide a person who speaks [Language] around a school or to take part in an experiment;. Focused language work, such as grammatical knowledge, vocabulary building, social and cultural competence, is integrated with the processes of preparing and completing tasks.

Tasks provide the opportunity to integrate the four forms of language use, to develop fluency, complexity and problem-solving capacity, as well.

Figure

TABLE OF OBJECTIVES AND OUTCOMES –  CONTINUUM OF LEARNING

References

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