Chinese
PRINT THIS PAGESecond Language Learner F–10 Sequence
Foundation to Level 2
Levels 3 and 4
Levels 5 and 6
Levels 7 and 8
Levels 9 and 10
By the end of Level 2, students identify the different sounds, tones and intonation patterns of the Chinese language by listening to and viewing a variety of texts. They compare these sounds and tones with other languages, noticing how pronunciation changes and discovering how languages are influenced by each other. They explore Chinese through play, first imitating sounds and tones, then replicating expressions and phrases, before producing responses using formulaic and familiar language. They recognise that Chinese is represented by Hanzi and Pinyin, and they can match these with words and images, and combine them to create meaning. They develop...
By the end of Level 4, students use Chinese to initiate structured interactions and share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic grammatical structures to create texts. They use familiar Hanzi appropriate to context and make connections between Hanzi and the spelling and tone marks of Pinyin.
Students imitate the sounds, tones, pronunciation and intonation patterns of spoken Chinese....
By the end of Level 6, students initiate and use strategies to maintain interactions in Chinese that are related to their immediate environment. They use appropriate pronunciation, intonation, tone, stress and phrasing in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Chinese or English, adjusting their responses to context, purpose and audience.
Students use modelled structures when creating and responding in Chinese. They create texts, selecting and using a variety of vocabulary and sentence structures...
By the end of Level 8, students initiate and maintain Chinese-language interactions in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Chinese to collaborate and problem-solve, and adjust their language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of the similarities and differences between languages, in both familiar and some unfamiliar contexts, by adjusting and reorganising responses. They sequence information and ideas, and select and use vocabulary, sentence structures and expressions to create texts in Hanzi, which are appropriate to context, purpose and audience.
Students apply...
By the end of Level 10, students contribute to and extend interactions in Chinese in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by identifying and evaluating information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language structures and features...