Introduction
Rationale
This syllabus is designed for students who wish to study Chinese as an additional language and who have studied the P–10 Australian Curriculum: Chinese or similar. Chinese is a general subject suitable for students interested in pathways out of school leading to tertiary studies, vocational training or work. For example, those who value the knowledge of an additional language and the intercultural understanding it entails, such as business, hospitality, law, science, technology, sociology and education.
Learning area structure
Course structure
Teaching and learning
Syllabus objectives
When students structure, organize, and synthesize information to share and justify opinions, ideas, and perspectives in Chinese, they organize linguistic elements to explain and convey information and ideas. When students use strategies to sustain communication in Chinese, they acquire and synthesize knowledge and skills of language and culture to generate and support the exchange of meaning.
Underpinning factors
These aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit and subject objectives, and instrument-specific assessment guides (ISMGs) for Chinese. These aspects of numeracy knowledge and skills are embedded in the syllabus objectives, the unit and subject objectives, and the ISMGs for Chinese. The 21st century skills identified in the following table reflect a common agreement, both in Australia and internationally, on the skills and attributes students need to prepare them for higher education, employment and engagement in a complex and rapidly changing world.
These elements of 21st century skills are included in the curriculum objectives, unit and subject objectives, and the ISMG for Chinese.
Aboriginal perspectives and Torres Strait Islander perspectives
Pedagogical and conceptual frameworks
In this way, each student develops their ability to listen, read, speak, watch and write in Chinese. Using a dictionary is one of the problem-solving strategies used by language learners and is useful for. Dictionaries can also be used to confirm the literal meaning when a word or phrase is unfamiliar to a student.
Although the use of a dictionary is not an assessable skill, dictionaries may be used for assessment where this is indicated in the syllabus.
Subject matter
她年纪大，我年纪小；通过比较；以与...相同的方式；他和你一样说得流利吗？我跑不了他那么快，我要走了。我先走了。回头见！慢慢走。慢慢吃 他从哪里来？ - 我出生于...（强调）。 o 我看了三个小时的电视。使用测量词，例如一杯咖啡。兴趣或缺乏兴趣，例如太生气了！真丢脸！ 。
一、二、三、四、五、六、七、八、九、一百、一千、十亿、这个、那个、他们、你、我、她、他的、他的、他的、他的、他的、还有他的性别，没有地址，姓名，人口，出生，很多，很多，很多，很多，很多，很多，很多，很多，很多，很多，很多，很多，很多，很多，很多，很多，很多，很多，很多，大，小，高，短，短，高，短，远，近，胖，瘦年轻，老，快，慢，老，绿，漂亮，便宜，贵，容易，硬，重，累，渴，饿了、安静了、吵闹了、干净了、父母亲、父母亲、兄弟姐妹、叔叔阿姨、孩子们、家人、客人、朋友、老师、同学、一年级、语文、英语、语文、数学、科学、历史、作业、书籍、老师、为什么、谁？你今年多大？上、下、左、右、中、内、侧、前、东南、西北、外、早、午、晚、年、月、日、数、星期日、今天、明天、昨天、半分，仅此一张，两个条件，款，车辆，底座，每个0毛钱，有的做工，有皮带。 ，喝酒，开玩笑，看，听，写作，画画，看电视，脑力游戏，游泳，打球，休息，红，黄，蓝，白，黑，绿，棕色，一样，和和大象一起睡觉一样，感觉就像是按顺序完成的，如果但是，因为所以除了虽然我真的很想再回去一次，但我希望知道是否可以要求我提供帮助。也许我会喜欢这家酒店。澳大利亚华侨近代发展的利弊.乘坐巴士和火车旅行，穿越河流、海洋空气、炎热和寒冷。雨，雪，冰，风，春夏秋冬，温暖欢快，谢谢，推拉，发送和接收，再寻找和比较，从到达，离开，到再见，就在此刻，会打电话，意味着，爱，恐惧，请告诉参与者，相信，继续，建议，成功，讨论，提供保护和解决方案要理解问题，需要依靠忘记礼物，谈论它，移动，水果，眼睛，鼻子，嘴巴、头脑、智力、懒惰、爱好、风俗、庆典、传统影响、古老的相貌、不好。旅行、机票、航班、铁路、空气污染、噪音、交通拥堵、危险住宿、美食、历史、观光、日程、假期 周末、网上新闻、报刊杂志批评廖练、武术、餐馆、角色转换、失去冷静、煽动冲突、后悔独立、责任、孩子、政府、放松、遵守法律、梦想、工作申请表、奖励、搬家、租书桌、钟表、狗和跑猫、房间围栏等。医所唱城，等令花，可以花很多钱，也可以自己去逛街。男。
Assessment — general information
Formative assessments — Units 1 and 2
Summative assessments — Units 3 and 4
Assessment evidence of student performance in each criterion is linked to a performance level descriptor, which describes the typical characteristics of student work. Where a student's response has characteristics of more than one performance level, a best-fit approach is used. Where a performance level has a range of two points, it must be decided whether the best fit is the higher or lower end of the range.
Schools and teachers must have strategies in place to ensure that work submitted for internal summative assessment is the student's own work.
Reporting standards
By responding to and creating texts in a variety of contexts, the student demonstrates fragmented understanding of information in Chinese and fragmented application of knowledge of Chinese language elements, structures and textual conventions. They communicate their understanding and experiences of relationships through the use of information and ideas in texts and language, such as formal and informal spoken language, and develop a range of strategies to maintain communication. Students generate and compare information about their own and others' personal identities and the cultural values related to personal and wider community lifestyle, leisure and education.
The course engages students with aspects of language and textual conventions - to communicate similarities and differences and to develop opinions about young people's lives and interests - in familiar and unfamiliar settings of school and home.
Unit objectives
Topic 1: Family/carers and friends
Topic 2: Lifestyle and leisure
Topic 3: Education
Assessment guidance
In Unit 2, students move beyond their personal world to how they interact with the world. They do this by exploring options for personal travel and tourism in Chinese-speaking countries and Australia, and by considering the associated cultural conventions. Their study focuses on the increasingly central role and impact of technology and media in their own lives and the lives of Chinese-speaking peers.
Students consider the ways in which Chinese culture has contributed to the world, and reflect on their experiences, compare options, and express preferences, while appreciating diverse cultural values. It provides the opportunity to develop knowledge and understanding of a range of language elements and textual structures; to communicate.
Unit objectives
Topic 1: Travel
Topic 2: Technology and media
Topic 3: The contribution of Chinese culture to the world
Assessment guidance
Unit description
Unit objectives
Topic 1: Roles and relationships
Topic 2: Socialising and connecting with my peers
Topic 3: Individuals in society
Assessment
Summative internal assessment 1 (IA1): Examination —
The following table summarizes the criteria, assessment objectives and grading for the test - short answer.
Summative internal assessment 2 (IA2): Examination — combination
Unit objectives
In Unit 4, students focus on their final year of school and their post-school future. This includes end of school celebrations, students' plans for their immediate future and how these plans, responsibilities and aspirations compare to those of young Chinese speakers. As students research and discuss, and then create texts relevant to school leavers, they consolidate their knowledge and understanding of a range of language elements, structures and text types.
Students are offered opportunities to use Chinese, explore their views on issues important to their future and the future of their peers, and reflect on the end of their school life.
Topic 1: Finishing secondary school, plans and reflections
Topic 2: Responsibilities and moving on
Assessment
Summative internal assessment 3 (IA3): Extended response (30%)
Summative external assessment (EA): Examination — combination
This criterion requires that students: respond to three to six Chinese stimulus texts, of which at least one is written and one is audio or audiovisual, which are:. related to the subject of Unit 4. respond in English and Chinese to unseen questions, scenarios and/or problems, e.g. interpretation of graphs, tables or diagrams. completing items requiring short and/or extended answers. responding to invisible stimulus texts. interpreting ideas and information in Chinese texts. analyze, synthesize and evaluate questions, scenarios and/or problems in response to Chinese language text/s. write in complete sentences, as appropriate, constructing a response so that ideas are retained, developed and justified. Students respond in Chinese to unseen Chinese questions, scenarios, problems, and/or stimuli. short written responses, up to 100 words per item. short answer and extended written responses, up to 300 characters per article. No ISMG is provided for external assessment. performed highly trained or skilled in a particular activity; perfect in knowledge or training; expert. the condition or quality of being true, accurate, or correct; freedom from error or defect; accuracy or precision; correctness; in science, the degree to which a measurement result represents the quantity it is intended to measure; an accurate measurement result includes an estimate of the true value and an estimate of the uncertainty. accurate accurate and precise; straight to the point; in accordance with or exactly. in accordance with a known truth, standard, rule, pattern, convention or fact; without errors or defects; punctual; correct in all detail the additional process of language acquisition by which a language other than a person's native land. language is taught, including culturally appropriate communication skills; also referred to as "second language acquisition". skilled very/very skilled or good at something; adequate satisfactory or acceptable expert in quality or quantity equal to. decomposes to ascertain and examine its component parts and/or their relationships; dissect or examine in order to identify essential elements, features, components or structure; determine the logic and reasonableness of the information; to examine or consider something in order to explain and interpret it, in order to find meaning or relationships and to identify patterns, similarities and differences. acquisition and application of knowledge, understanding and skills in real world or life contexts which may include workplace, industry and community situations; it emphasizes learning by doing and incorporates theory and application of theory, linking subject knowledge and understanding with the development of practical skills. a subject whose main path is work and vocational education; emphasizes applied learning and community connections; a subject for which a syllabus has been developed by QCAA with the following characteristics: results from courses developed from applied syllabuses contribute to QCE; results can contribute to ATAR calculations. apply the use of knowledge and understanding in response to a given situation or circumstance; to perform or use a procedure in a given or particular situation. value estimate the value, importance or status of something; judge or consider a text or work. appraise know or make a judgment about the worth or value of something; fully understand; understand the full implications of. suitable acceptable; suitable or suitable for a purpose, circumstance, context, etc. suitable for the purpose or occasion; adaptation, appropriate study area a division of, or a section within a unit. argue give reasons for or against something; challenge or debate an issue or idea; convince, prove, or try to prove by giving reason aspect a particular part of a feature of something; an aspect, phase or part of. measure, determine, rate, evaluate, or make a judgment about the value, quality, results, outcomes, size, importance, nature, or extent of something. assessment is the deliberate and systematic collection of information about students. assessment instrument a tool or device used to collect information about student achievement. assessment objectives derived from unit objectives and contextualised to the requirements of the assessment instrument. see also 'curriculum objectives', 'unit objectives').
Chinese cultural culture that relates to the Chinese language and the communities in which the language is spoken, rather than just the country of China.
