VCE Chinese Language Culture and Society Units 1–2: Web viewanswer questions on the links...

VCE Chinese Language, Culture and Society ADVICE FOR TEACHERSUnits 1 and 2: 2017–2021

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ISBN: 978-1-925264-78-4

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ContentsIntroduction......................................................................................................................................4

Administration..................................................................................................................................4

Developing a program.....................................................................................................................4Main characteristics of common text types....................................................................................5Main characteristics of different kinds of writing...........................................................................10

Learning activities..........................................................................................................................17Unit 1............................................................................................................................................17

Unit 2............................................................................................................................................24

Appendix 1: Employability skills..................................................................................................31


IntroductionThe VCE Chinese Language, Culture and Society Advice for teachers provides curriculum and assessment advice for Units 1 and 2. It contains advice for developing a course with examples of teaching and learning activities and resources for each unit. The course developed and delivered to students must be in accordance with Units 1 and 2 in the VCE Chinese Language, Culture and Society Study Design Units 1 and 2: 2017–2021; Units 3 and 4: 2018–2021.

AdministrationAdvice on matters related to the administration of Victorian Certificate of Education (VCE) assessment is published annually in the VCE and VCAL Administrative Handbook. Updates to matters related to the administration of VCE assessment are published in the VCAA Bulletin.

Developing a programThe program outlines the nature and sequence of teaching and learning necessary for students to demonstrate achievement of the set of outcomes for a unit. The areas of study describe the learning context and the knowledge and skills required for the demonstration of each outcome.

Teachers should use the study design and this advice to develop a program that includes appropriate learning activities to enable students to develop the knowledge and skills identified in the outcomes in each unit.

Study specific design featuresArea of study 1 in each unit of this study relates to the strand, Culture and Society in Chinese-speaking Communities, which requires student research and performance in English on topics related to the area of study. Areas of study 2 and 3 relate to the strand, Chinese Language, which covers Listening and speaking in Chinese and Reading and writing in Chinese.

Teachers should develop courses that include appropriate learning activities to enable students to develop the knowledge and skills identified in the area of study in each unit.

In the Culture and Society in Chinese-speaking Communities strand, students engage in activities that enable them to evaluate source material, and develop and express views in English on the relationships between language, culture and society, and cultural issues related to the areas of study in each unit.

In the Chinese Language strand, teachers should ensure that students are provided with receptive experiences in Chinese, as well as activities which encourage purposeful language production and use across the skills of listening, speaking, reading, writing and cultural

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awareness through language. A focus on vocabulary, grammatical structures, and other elements of language is also necessary for effective student learning.

Organising the learning and assessmentAdopting a specific organisational focus may be helpful in planning and sequencing learning activities and assessment tasks, and the content associated with them. Themes and topics, a text type, a skill or a text can all serve as effective organisational focuses for activities.

Activities can be organised in a range of ways that ensures that across Units 1 and 2 students can access learning that addresses the prescribed topics. Within the learning focus for each unit, students should experience a wide range of texts, text types and kinds of writing.

Main characteristics of common text typesThe following characteristics of common text types are provided as a guide. They are not intended to be definitive, but include some of the main features of the more common text types.

Text type Identifiable features

Advertisement Sponsored, non-personal message to promote or sell a product, service or idea; topic or product name, persuasive content, persuasive register, style, layout

Application form Generally a form that asks questions and must be filled out to assist in the completion of a process, such as gaining employment or a visa; single word and short sentence answers, formal and precise style with some stylised language; may require an accompanying cover letter (formal)

Article(magazine)

Topic of interest; headline, by-line, informative and interpretive content, author; register, style and layout suited to audience; may include illustrations

Article(newspaper)

News item on specific or general interest topic; headline, place, date, informative and other content, author; register, style and layout suited to audience; may include illustrations

Biography Description of a person’s life and experiences, non-fiction; title (of person), formal or semi-formal style; usually in chronological order; may include reflections

Blog post Single topic item; informal style, brief content; may be informative, personal or reflective writing; posts in reverse chronological order

BrochureGuide

Folded handout promoting or describing a service, location, activity or item; headings, sub-headings, short text items or captions with illustrations; persuasive and informative language; may use jargon and include maps or directions

Cartoon Non-realistic image or series of images; title, author, content (story telling), captions (often humorous); may use stylised language and onomatopoeia

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ConversationDiscussion

Interactive oral communication between two or more people; greetings, focus or content; sharing of views, verbal and non-verbal cues, maintenance of interaction, farewells; level of formality reflects relationships between participants

Debate Oral formal or semi-formal persuasive discussion of an issue; participants present opposing positions; topic, statement of position on issue, content that supports position, using evidence or data, logical arguments, turn taking, conclusion

Diary entry Short record of the events of a day; a series of entries is made up of discrete pieces of writing; may include personal reflections, thoughts and feelings; personal writing with writer as audience; informal style, formulaic expressions and format

EmailNoteMessage

Personal written communication, may be brief; date, salutation, body (content, message), farewell, sign off; informal register, style and layout; may include stylised language, pictures, emoji

Film Recorded visual and audio presentation, fiction or non-fiction documentary; title, credits, structure (storyline, logical ordering), content including cultural elements, end credits; register and style reflects character roles or story elements

Graph or chart(see graph or diagram)

Graphical and symbolic representation of data; compares items or qualities; heading, sub-headings, labels, visual illustration; uses simple and precise text; examples include pie charts, bar graphs, line chart

Graph or diagram(see graph or chart)

Symbolic and organised representation of information; shows relationships between items; heading, sub-headings, labels; uses visual illustrations or construct; uses simple and precise text; examples include mind map, Venn diagram, flowchart

Instructions A list of steps required to complete an action or a process; logical format and ordering of information; heading, sub-headings, numbered or point form stages; informative writing, may use abbreviated language; may be accompanied by illustrations; examples include recipes, assembly instructions, game rules

Invitation Written text requesting the company of the recipient at an event; often in letter form and written in third person; may use formal or informal language, depending on the event; must include essential information about the event and methods for confirming attendance; often attractively presented

Journal entry Record of events or personal reflections, thoughts and feelings at a particular time; entries are extended and detailed, may be infrequent (weekly, monthly); personal writing with writer as audience; informal style, may use formulaic expressions and format

Letter(business, letter to the editor – formal)

Written text such as a letter, an email or a web post; purpose (to provide complaint, comment, opinion, information), address, date, reference number or equivalent, salutation, greeting, body (content), farewell, sign off; register and style suited to persuasive or informative writing and audience

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Letter(personal – informal)

Written text such as a letter, an email, a web post; personal style and content (sharing opinions, experiences, values, information, arrangements); address, date, salutation, greeting, body (content), farewell, sign off; register, style and layout informal, may include some stylised language, pictures or emoji

List(menu, shopping, price)

Record of discrete items; content may be organised in a non-methodical order (shopping list), with similar items grouped (menu) or according to criteria (price list); informative writing with emphasis on visual clarity; may use headings, sub-headings and illustrations; single word or brief sentences, informal or semi-formal style, determined by audience

Map(geographical, street map, legend)

Visual representation of the relationship between features of a space or an area, such as a region, suburb or train system; heading, sub-headings, labelling; includes scope, scale, orientation, essential information to show clear relationships between features; uses naming and labelling and illustration conventions, may use abbreviated language

Memo Short written message or note; name of recipient, informative content, sign off; informal and abbreviated language and style

Notice Short text designed to share important information; logical organisation of content and inclusion of essential information for audience; emphasis on visual clarity; may use headings, sub-headings and illustrations; single word or brief sentences, informal or semi-formal style, determined by audience

Photograph Created image based on reality, but may include modifications for effect or audience manipulation; may include captions

PlanItinerary

Written order of actions to achieve an outcome; title, date, sub-headings, content usually chronologically structured and factual, may include allocation of roles; may be presented in point form, chart or table; abbreviated style

Play Group oral, kinetic and visual performance, based on a storyline and script, one or more acts; style and register varies with roles; entertains, suited to audience

Poem Spoken or written literary form; may use rhythmic qualities of language, conveys meaning and/or emotion; culturally specific forms, structures, styles, conventions and devices; may use literary style or specialised vocabulary and expression

Postcard Thick card with picture for posting without an envelope; personal style and content; brief and concise message; address of recipient, date, greeting, body (content may comment on picture on postcard), farewell, sign off; register, style and layout informal, may include some stylised language

Poster Single sheet display format suited to advertising, notices or reproductions; informative, designed to gain attention, convey a message or present an image; may include text and/or graphic elements; minimal text, headings, style varies depending on audience

Profile (personal) Description of a person or group; title (name of person or group), content (factual information), headings/sub-headings; lists items in brief language snippets, register suited to audience; may be presented in point form or table

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Public announcement Oral media message to public; greeting, topic, essential information, repetition of important points, farewell; formal or semi-formal style

Public notice Oral or written media message to public; usually an announcement or a consultation by a government or organisation; topic or issue, essential information, repetition of important points, methods for responding as required; formal or semi-formal style

QuestionnaireSurvey form

Forms used for data collection, usually from a sample of the population; requires responses to questions focused on a topic or an issue; topic, purpose, headings and sub-headings, content in logical order; requires single word or short sentence answers, formal or semi-formal and precise style with some stylised language

Report(newspaper)News item

Written or oral presentation providing current information on a topic; heading, sub-heading or by-line, place, date, author, introduction, content, conclusion; content logically structured and informative, uses evidence, may include visual elements; register and style suited to audience

Report(factual)

Evidence-based written text, presents a range of views on a topic; topic, structure (introduction, content, conclusion), author; may include charts, tables, illustrations to support text; evaluative style and register suited to the specified audience

Report(supporting a position)

Written text presenting a preferred view on a topic; topic, structure (introduction, content, conclusion), author; use of evidence, may include charts, tables, illustrations to support position; persuasive style and register suited to the specified audience

Script(for speech, dialogue)

Written preparation for oral presentation (speech, act, play, performance, narration); title, topic, introduction, content, salutation; structure, register and style to suit oral text, may require development of roles or recorded direct speech

Song lyrics Lyrics set to music; title, artist, structure (verse and chorus, traditional or modern forms, as appropriate); culturally specific forms, styles, conventions and devices; may use stylised language

Speech Oral presentation to a specified audience; may aim to entertain or provide information, views, ideas or storytelling; style reflects topic, context and purpose of presentation; may be accompanied by visual materials to support or illustrate points being made; introduction of speaker and greeting, introduction to topic, content, conclusion and farewell; may include question and response opportunities

StoryShort story

Written or spoken text representing a real or an imagined sequence of events; title, structure (beginning, body, end); content includes message conveying values, knowledge, ideas and/or cultural elements, conclusion; language style and format suited to the audience (adults, children), may use formulaic expressions and language, may include illustrations

Summary Rewritten information in a brief form (message, notes), retains meaning of original text, often for personal reference; title, sub-headings; may be presented in point form, chart or table; informal style

Table Written information presented in table layout; often in abbreviated form, shows qualities, quantities or relationships between items; title, sub-title (indicating scope or purpose of content), headings, sub-headings, content; register suited to audience

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Text message Short written electronic message; name of recipient, content, sign off; informal, abbreviated language and style, may use acronyms or expressions specific to electronic communication; may contain images, video, sound, emoji

Travel guide Brochure or booklet describing a service, location or activity; headings, sub-headings, text items or captions with illustrations, maps or directions; informative language, style suited to potential audience

Video clip Short recorded visual and audio presentation; may include title, credits, structure, content including cultural elements; register and style reflects authorship and potential audience; may aim to persuade, entertain or share information

Main characteristics of different kinds of writingArea of Study 3 in each of Units 1 and 2 requires students to write in Chinese. The following descriptions outline the main characteristics of three different kinds of writing. Note: this is a guide only; students would not be expected to include all aspects in their writing.

Personal writing in Chinese: creates a sense of person/personality for the writer in the reader’s mind. establishes a relationship/an intimacy/an empathy between the writer and the reader. usually employs first and/or second person; subjective; informal, familiar style/register;

often includes emotive language. emphasises ideas, opinions, feelings and impressions, rather than factual, objective

information. in reflective writing, uses the act of writing to help the author understand and unravel

his/her own feelings or ideas. may, in certain contexts, use contracted language, such as is used in speech.

Imaginative writing in Chinese: manipulates the reader’s response to the piece to create the desired impression or

response; has a strong visual and/or emotional appeal. usually creates a strong sense of context (physical surroundings and atmosphere) and

situation. normally includes description (person, place, emotion, atmosphere), so careful selection

of language such as adjectives and adverbs is important. uses techniques such as variation in sentence length, juxtaposition of different sentence

lengths, careful control of structure and sequencing to add to the overall effect by creating the desired atmosphere or conveying the required emotion.

may break normal sequencing for added impact, such as in a flashback or in a final disclosure, which puts a different interpretation on preceding passages.

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Informative writing in Chinese: aims to convey information from the writer to the reader as clearly, comprehensively and

accurately as possible. usually uses objective style and impersonal expressions, although the writer may use an

informal style to establish a relationship of ‘friendly helper’ with the reader. normally has no particular point of view to convey; if a point of view is involved, the writing

becomes either persuasive (aiming to convert the reader to a particular point of view or attitude in order to convince him or her to act or respond in a certain way) or evaluative (aiming to weigh two or more items/ideas in order to convince the reader rationally and objectively that a particular point of view is correct).

generally uses facts, examples, explanations and analogies, and sometimes uses statistical information, quotations and references, as evidence.

chooses language, structure and sequence to make the message clear and unambiguous, so the sequencing of information is usually logical and predictable.

probably uses few adjectives, adverbs and images, except as examples or analogies in explanation.

Use of information and communications technologyIn designing courses and developing learning activities, teachers should make use of applications of information and communications technology and learning technologies, such as computer-based learning and multimedia, where appropriate and applicable to teaching and learning activities.

In considering the suitability of applications for learning activities in the delivery of language courses, teachers may find the following applications useful.

Language learning applicationsStudents access:

on the school intranet: homework, work sheets, resources (including audio files and interactive software), class blog, podcasts, language learning apps, curriculum statements, sample tasks, web links, sample examinations

online learning, such as reading or listening comprehension tasks, grammar and vocabulary building tasks, pronunciation drills, script programs

email discussion groups or supervised class blogs with targeted groups of young people commercially available products that offer language exercises, practice or reading

materials video conferencing with students from other schools where the language is taught or in a

country where the language is spoken.

Students develop their:

vocabulary database word-processing skills in Chinese.

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Information gatheringStudents research:

statistics on a specific topic in relation to different age groups and gender information related to a specific lifestyle issue, public opinion, theme or topic in countries

where Chinese is spoken biographical data relating to famous singers, bands, artists, historical figures and

sportspeople features of fairy tales, legends, common characters and themes, terminology and special

language used speakers of Chinese in Australia, their life and contribution to society websites from countries where Chinese is spoken; for example, Webcams, school

websites, venues, services newspapers and journals in Chinese online dictionaries.

Students also:

check spelling and grammar for written tasks use instructions in Chinese to install, construct or use a product.

Presentation applicationsStudents use information and communications technology to:

create animations and multimedia presentations prepare presentations and visual materials take notes in class or word process in Chinese use communication media email tasks to the teacher from home or from the classroom.

Topics for each of the strandsThe following are suggestions for teaching for each of the topics in the strands of this study. Teachers may wish to focus on one or more of these suggestions for each area of study in a unit. These topics may be expanded to include other aspects or teachers might choose other aspects of these topics, depending on how closely they can be linked to the required learning for the unit.

The VCE Chinese Language, Culture and Society study design, page 9, list the topics for each strand.

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AssessmentAssessment is an integral part of teaching and learning. At the senior secondary level it:

identifies opportunities for further learning describes student achievement articulates and maintains standards provides the basis for the award of a certificate.

As part of VCE studies, assessment tasks enable the demonstration of the achievement of an outcome or set of outcomes for satisfactory completion of a unit.

The following are the principles that underpin all VCE assessment practices. These are extracted from the VCAA Principles and guidelines for the development and review of VCE Studies published on the VCAA website.

VCE assessment will be valid

This means that it will enable judgments to be made about demonstration of the outcomes and levels of achievement on assessment tasks fairly, in a balanced way and without adverse effects on the curriculum or for the education system. The overarching concept of validity is elaborated as follows.

VCE assessment should be fair and reasonable

Assessment should be acceptable to stakeholders including students, schools, government and the community. The system for assessing the progress and achievement of students must be accessible, effective, equitable, reasonable and transparent.

The curriculum content to be assessed must be explicitly described to teachers in each study design and related VCAA documents. Assessment instruments should not assess learning that is outside the scope of a study design.Each assessment instrument (for example, examination, assignment, test, project, practical, oral, performance, portfolio, presentation or observational schedule) should give students clear instructions. It should be administered under conditions (degree of supervision, access to resources, notice and duration) that are substantially the same for all students undertaking that assessment.

Authentication and school moderation of assessment and the processes of external review and statistical moderation are to ensure that assessment results are fair and comparable across the student cohort for that study.

VCE assessment should be equitable

Assessment instruments should neither privilege nor disadvantage certain groups of students or exclude others on the basis of gender, culture, linguistic background, physical disability, socioeconomic status and geographical location.Assessment instruments should be designed so that, under the same or similar conditions, they provide consistent information about student performance. This may be the case when, for example, alternatives are offered at the same time for assessment of an outcome (which could be based on a choice of context) or at a different time due to a student’s absence.

VCE assessment will be balanced

The set of assessment instruments used in a VCE study will be designed to provide a range of opportunities for a student to demonstrate in different contexts and modes the knowledge, skills, understanding and capacities set out in the curriculum. This assessment will also provide the opportunity for students to demonstrate different levels of achievement specified by suitable criteria, descriptors, rubrics or marking schemes.

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Judgment about student level of achievement should be based on the results from a variety of practical and theoretical situations and contexts relevant to a study. Students may be required to respond in written, oral, performance, product, folio, multimedia or other suitable modes as applicable to the distinctive nature of a study or group of related studies.

VCE assessment will be efficient

The minimum number of assessments for teachers and assessors to make a robust judgment about each student’s progress and learning will be set out in the study design. Each assessment instrument must balance the demands of precision with those of efficiency. Assessment should not generate workload and/or stress that unduly diminish the performance of students under fair and reasonable circumstances.

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Scope of tasksIn all VCE studies assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe.

Points to consider in developing an assessment task:

1. List the key knowledge and key skills.

2. Choose the assessment task from the range of options listed in the study design. It is possible for students in the same class to undertake different options; however, teachers must ensure that the tasks are comparable in scope and demand.

3. Identify the qualities and characteristics that would be present in a student response and design the criteria and a marking scheme.

4. Identify the nature and sequence of teaching and learning activities to cover the key knowledge and key skills outlined in the study design and provide for different learning styles.

5. Decide the most appropriate time to set the task. This decision is the result of several considerations including:

the estimated time it will take to cover the key knowledge and key skills for the outcome

the possible need to provide a practice, indicative task the likely length of time required for students to complete the task when tasks are being conducted in other studies and the workload implications for

students.

Units 1 and 2 The student’s level of achievement in Units 1 and 2 is a matter for school decision.

Assessments of levels of achievement for these units will not be reported to the VCAA.

Schools may choose to report levels of achievement using grades, descriptive statements or other indicators.

In each VCE study at Units 1 and 2, teachers determine the assessment tasks to be used for each outcome in accordance with the study design.

Teachers should select a variety of assessment tasks for their program to reflect the key knowledge and key skills being assessed and to provide for different learning styles. Tasks do not have to be lengthy to make a decision about student demonstration of achievement of an outcome.

A number of options are provided in each study design to encourage use of a broad range of assessment activities. Teachers can exercise great flexibility when devising assessment tasks at this level, within the parameters of the study design.

There is no requirement to teach the areas of study in the order in which they appear in the units in the study design.

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Assessment tasks provide teachers with the opportunity to:

select from the designated assessment task/s in the study design develop and administer their own assessment program for their students monitor the progress and work of their students provide important feedback to the student gather information about the teaching program.

Teachers should design an assessment task that is representative of the content (key knowledge and key skills underpinning the outcome) and allows students the opportunity to demonstrate the highest level of performance. It is important that students know what is expected of them in an assessment task. This means providing students with advice about the outcome’s key knowledge and key skills to be assessed. Students should know in advance how and when they are going to be assessed and the conditions under which they will be assessed.

Assessment tasks should be part of the teaching and learning program. For each assessment task students should be provided with the:

type of assessment task as listed in the study design and approximate date for completion

time allowed for the task allocation of marks nature of any materials they can utilise when completing the task information about the relationship between the task and learning activities as appropriate.

Following an assessment task:

teachers can use the performance of their students to evaluate the teaching and learning program

a topic may need to be carefully revised prior to the end of the unit to ensure students fully understand the key knowledge and key skills required

feedback provides students with important advice about which aspect or aspects of the key knowledge they need to learn and in which key skills they need more practice.

AuthenticationTeachers should have in place strategies for ensuring that work submitted for assessment is the student’s own. Where aspects of tasks for school-based assessment are completed outside class time teachers must monitor and record each student’s progress through to completion. This requires regular sightings of the work by the teacher and the keeping of records. The teacher may consider it appropriate to ask the student to demonstrate their understanding of the task at the time of submission of the work.

If any part of the work cannot be authenticated, then the matter should be dealt with as a breach of rules. To reduce the possibility of authentication problems arising, or being difficult to resolve, the following strategies are useful:

Ensure that tasks are kept secure prior to administration, to avoid unauthorised release to students and compromising the assessment. They should not be sent by mail or electronically without due care.

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Ensure that a significant amount of classroom time is spent on the task so that the teacher is familiar with each student’s work and can regularly monitor and discuss aspects of the work with the student.

Ensure that students document the specific development stages of work, starting with an early part of the task such as topic choice, list of resources and/or preliminary research.

Filing of copies of each student’s work at given stages in its development. Regular rotation of topics from year to year to ensure that students are unable to use

student work from the previous year. Where there is more than one class of a particular study in the school, the VCAA expects

the school to apply internal moderation/cross-marking procedures to ensure consistency of assessment between teachers. Teachers are advised to apply the same approach to authentication and record keeping, as cross-marking sometimes reveals possible breaches of authentication. Early liaison on topics, and sharing of draft student work between teachers, enables earlier identification of possible authentication problems and the implementation of appropriate action.

Encourage students to acknowledge tutors, if they have them, and to discuss and show the work done with tutors. Ideally, liaison between the class teacher and the tutor can provide the maximum benefit for the student and ensure that the tutor is aware of the authentication requirements. Similar advice applies if students receive regular help from a family member.

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Learning activities

Unit 1It is not expected that students will undertake all of the example learning activities provided. Teachers should ensure that the planned activities relate to the topic for the strand, meet the needs of their students and the requirements of the study, and are appropriately resourced.

In Area of Study 1, the student responds in English. In Area of Study 2 and Area of Study 3 the student is required to respond in Chinese. Over the course of the unit, both oral and written skills in Chinese should be developed.

Area of Study 1: Family and education in China

Outcome 1: Examples of learning activitiesDiscuss and analyse, in English, research about key aspects of Chinese family relationships and the education system in modern China.

StrandCulture and Society in Chinese-speaking Communities

TopicChinese family culture, filial relationships and education

Example text types in this area of studyannotated articlearticleaudio programbroadcastdata chartdiscussiondocumentaryintroductionjigsaw activitynotesPowerPoint presentationreportspeechsummaryvideo

view a video on Chinese family life and culture; take notes and identify issues for further investigation

listen to spoken information on Chinese families and Chinese naming conventions from a radio broadcast; take notes and compare understandings in class

listen to a Chinese student introducing their family and discussing family relationships; reflect on how this information correlates to other research information on the topic

participate in a class discussion about features of Chinese families, highlighting similarities and differences between family practices

participate in class discussions on the concept and tradition of filial piety, including its origins and its influence on the upbringing and outlook of young people

read the article ‘China’s little emperors—the children without siblings’ from The Guardian newspaper (23.05.15); discuss the possible impact of the one child policy on modern Chinese society and the Chinese economy

participate in a Jigsaw activity on naming practices in Chinese families, the generational change in the extended family, and the social impact of the former policy of one child families; identify and research aspects of the topic requiring further understanding, in preparation for discussion and written tasks

prepare a PowerPoint presentation summarising the Chinese family structure, its evolution and its impact in modern China

read source materials from the Australian Institute of Family Studies about Chinese family life and culture; extract information and make comparisons with information sourced from the internet on the same topic

produce a brief informative article of 300 words in English for an Australian audience, summarising the Chinese concept of family, kinship and filial relationships and the influence of these concepts on young people

produce a magazine article of about 450 words for an Australian audience explaining key aspects of Chinese family relationships and how these aspects provide insights into Chinese-speaking communities

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view a documentary on education in China; answer guide questions to extract information about school life in China and the role of family in education

listen to a recorded discussion or radio program on aspects of the contemporary education system in China; take notes and identify areas for further investigation

read online research reports on Chinese education and school life; identify key points and make comparisons with information gained from other sources

read an annotated article about how schooling in China reflects Chinese cultural values; note the points raised and identify examples obtained from other sources that support or dispute the interpretation put forward in the article; identify and research aspects of the topic that require further understanding in preparation for discussion and written tasks

participate in a class or group discussion on the traditional Chinese concept of education and how it has influenced modern education in China; use examples from China’s educational system, student routine, school subjects and examinations, extra curricula activities and school communities to support the views expressed

prepare a speech in English of 2 to 3 minutes comparing the school systems and student life of a student in China and Australia, noting similarities and differences

write a research report for an Australian audience on the education system in modern China, explaining how it reflects Chinese cultural values; the report should be about 450 words and written in English

Example learning activity sequenceThe activities are sequenced to develop expertise in researching, analysing and presenting information, as well as cultural understanding.1. Create a research journal to record information, notes and bibliographic details gathered throughout the

area of study. Develop an ongoing glossary of the key terms and concepts that underpin an understanding of the education system in China, such as Confucianism, self-cultivation, morality, enduring hardship, etc.

2. View a documentary about students’ experiences in the education system in modern China. Create profiles of the individuals featured in the program, including their age, gender, whether they live in the city or country, the type of school they attend and their experience of schooling.

3. Compare the various opinions of the people who appear on the program: What do they say about how the education system has influenced Chinese society? As a class, debate whose point of view is the most valuable or significant.

4. In pairs, research Confucianism and traditional Confucian ideas of education. Make a list of the ways in which Confucianism has influenced the modern Chinese education system. Include examples to support these points. Create a short 3- to 4-minute PowerPoint presentation to share findings with the class.

5. Research other traditional Chinese cultural values regarding education, such as ‘enduring hardship’. Create a poster and give a short 4- to 5-minute presentation to share findings with the class.

6. Research the similarities and differences between schooling in city areas and schooling in country areas in China. Create a poster with a Venn diagram to illustrate the findings. Where the two circles overlap, note in dot points the characteristics of schooling that are the same in the city and in the country. In the circles on either side, note aspects that are different.

7. Research the similarities and differences between public and private schooling in China, or single sex and co-educational schooling in China. Create a matrix chart to collate the findings. Headings could include:

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similarities and differences in the cost of schooling, in the curriculum offered, in the facilities and any other important aspects.

8. Conduct research on such aspects of the education system in modern China as: school subjects; elective and compulsory subjects; English language education in China; and senior secondary examinations. Construct a table with four columns with the following headings: aspects, general information about this aspect, reflections and comparisons with information gained from other sources, and the source where information was found.

9. Conduct research into the various aspects of daily life for a typical school student in modern China, including: student routine, extra-curricular activities and homework. Construct a table to collate the information.

10. Read an article about ways in which schooling in China reflects Chinese cultural values. Note the main points raised and compare and contrast these with examples obtained from other sources that support or dispute the interpretation put forward in the article.

11. In pairs or small groups, examine the following example essay questions and create a draft plan for developing an argument for each: In what ways has Confucianism influenced today’s Chinese education system? Chinese cultural values can be seen in every aspect of the modern education system in China. Filial piety and the Chinese education system are closely intertwined. Confucianism is a major influence on the Chinese examination system in schools. Senior secondary students in China are under more pressure than students in Australia. Fact or fiction?

12. Debate the following topic: ‘School students in rural areas of China have to work harder than those in city areas.’ Teams arguing on both the affirmative and the negative sides must use evidence and examples from the research gathered.

13. Write a magazine article that describes in detail one aspect of the education system in China, such as daily life for students, extra-curricular activities, compulsory subjects, English language education, examinations in China, city versus country schooling in China, types of schools in China, etc. In their article, students should use examples and evidence found in the research gathered and evaluate the influence of Confucianism or Chinese cultural values on that aspect of education in China. Include a bibliography.

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Area of Study 2: Listening and speaking in Chinese

Outcome 2: Examples of learning activitiesEstablish and maintain a simple spoken exchange in Chinese related to personal experience of schooling and family life in a Chinese-speaking community.StrandChinese LanguageTopicFamily and school lifeExample text types in this area of studyblogbroadcastchartdiscussiondocumentarygameinterviewintroductionnotesoral presentationpassagerole-playspeechstorytimelinevideo

view a video on how Chinese people introduce their family members and describe their relationships within the family; note and learn vocabulary, expressions and simple sentences for later use

listen to several short Chinese language videos that feature introductions and comments on family members and relationships; take notes and discuss vocabulary and terms used, comparing them with previously learnt language

visit a Chinese museum or contact a Chinese family and gather information about traditions and cultural norms in a Chinese family; prepare and ask questions in Chinese and record responses in a chart

listen to three short texts in Chinese about Chinese family life and take notes; using the information from the texts, write and present a speech of approximately 1 to 2 minutes in Chinese, for other students of Chinese; in the speech, refer to specific examples from the texts to explain differences and similarities between families

view Australian ABC/SBS programs on contemporary Chinese schools and extract information about the daily routine and school life of Chinese students; discuss observations with other members of the class

listen to a short podcast in Chinese about a Chinese student’s day at school; take notes

participate in a group discussion to review how Chinese family members greet each other and how they greet other members of their extended family

prepare and perform a role-play describing and introducing members of your family from a picture; include information about their appearance, personality, hobbies and interests and respond to questions

read passages in Chinese on typical Chinese and Australian families and identify key points; use this information to prepare a 1- to 2-minute presentation in Chinese to perform to the class; the presentation should refer to the differences between Chinese and Australian families presented in the texts, and include reflection on issues related to stereotypes

in note form in Chinese write a timeline for a Chinese student that covers their possible activities for one day at school

use the timeline from the previous activity to develop an imaginative story about a day in the life of a Chinese school student

in Chinese discuss school life in China; each student in turn reports what they have learnt about school life in China; students can link to what someone else has said by offering more information or they can offer different information

prepare and conduct an interview with someone who has been to school in China, recording information about their experience; compare their recollections with other information on school life in China; identify and try to explain anything unique about their experiences in a short blog entry

prepare and present a 1- to 2-minute speech in Chinese for the class on the similarities and differences between China and Australia in terms of the school system and student life

listen to two short texts in Chinese about Chinese schooling and student life, and take notes; using the information from the texts, participate in an interview in Chinese

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Example learning activity sequence

Students develop and practice the new knowledge and skills through a sequence of language learning tasks and learning activities developed by the teacher.Language learning activitiesThis area of study requires students to demonstrate cumulative language development through listening and speaking. Selected activities and associated tasks include opportunities to practise listening, speaking, reading and writing, and to access authentic language and applications of cultural understanding. The learning activities should be complemented by language learning tasks from all language skill areas. Introduce vocabulary related to the topic and which describes, explains or comments on personal experience

through class activities and games. Students practise useful expressions and grammar for receptive and productive language use, such as

inferring meaning, conversation skills and exchanging facts. Familiarise students with features of informal conversation and features of audio texts from a variety of

sources.Input on the topic1. Listen to a short podcast in Chinese on a Chinese student’s day at school and take notes.2. Keep a file of information on the schooling system in Chinese-speaking communities.3. View documentary programs on contemporary Chinese schools and extract some information about the

daily routine and school life of Chinese students. Discuss observations with other members of the class.4. Listen to a recorded conversation in Chinese between two students discussing their weekly school routine

and compile a timetable of their activities over the week.5. List questions from the conversation about the schooling system and practice question and answer

structures in a class game in Chinese.6. Based on the recorded conversation, in note form in Chinese, write a plan for a fictitious Chinese student

that covers their possible activities for one day at school.Listening and speaking skills: Interview practice7. In pairs, students prepare a series of questions based on the information heard in the recording, to be used

to interview each other in Chinese about school life in China. They then use their questions to interview a third class member. Students prepare a chart comparing aspects of their own school life and the school system in China.

8. Invite an International student to visit the school and request that they present a talk comparing their experiences at school in China with experiences in the Australian school system.

9. Students compare their chart of aspects of the school system with the points made by the international student. Students record an interview with the visiting student.

10. Students plan the script for a role-play of a radio interview between a journalist and an Australian student who has been studying in China.

11. Students plan a set of questions and then film interviews with each other on the topic of Schooling in China.

Area of Study 3: Reading and writing in Chinese

Outcome 3: Examples of learning activitiesRead and comprehend simple texts in Chinese and create a simple piece of writing in Chinese.

view videos on the Chinese one-child family and note anything that particularly impacts on the life of the single child in a Chinese family; write a brief summary of the main points to share with the class

read passages on the relationships within an extended family in China;

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StrandChinese Language

TopicFamily and school lifeExample text types in this area of studyarticlecaptionchartfilminterviewjournal entryletterlistoral presentationpassagepersonal profilereportrole-playspeechstorysummarytabletelevision programvideo

complete a table that identifies key points or examples that illustrate features of hierarchical kinships and piety in a traditional Chinese family

read a story about a little emperor, an only child in a modern Chinese family; list the characteristics of the little emperor from the story and suggest reasons why this term might be used

refer to the article ‘China’s little emperors—the children without siblings’ from The Guardian newspaper (23.05.15) and other research on the Chinese one child policy; identify an aspect of the one child policy of interest and research vocabulary and expressions to produce a one paragraph caption in Chinese to contribute to a class information chart on the policy

view a YouTube video on ‘A week in a Chinese Family’; note key vocabulary and expressions used for talking about family life

read a letter from a Chinese pen pal about their family and write a reply letter in Chinese of 100–150 characters to introduce an Australian family

read two journal entries written by only children in China; write an article for Culture and Lifestyle magazine of 100–150 characters in Chinese about a particular issue associated with being an only child in China, using examples from each of the texts

view a video about Chinese students’ after school activities and summarise the sports and activities the Chinese students like

view excerpts from Chinese television programs on Chinese students’ extra curricula activities; list activities and some details in a chart and comment on how similar or different they are to activities that Australian students might do

listen to spoken texts on the hobbies and interests of a range of Chinese students; decide which Chinese student’s interests are most similar to their own and write a personal profile of that student using the information provided and explaining why they identify with that student

view a film or video on a Chinese high school student’s day; use information from the program to complete a chart, listing the subjects the student studies and commenting on the student’s attitude or success in each subject

perform a role-play of students in China who are comparing their leisure activities

interview an exchange Chinese student about their hobbies and interests; ask the student if their experiences are typical; produce a report on the interview in Chinese, including comments on whether the exchange student’s hobbies and interests are typical, in the light of other research undertaken on this topic

write three personal profiles that illustrate the range of subject choices and extra curricula activities of three different Year 11 Australian students; write a paragraph for each student, including the student’s name, age and gender, as well as the descriptions of the subjects and activities in full Chinese sentences

write a short speech of 100–150 characters to introduce one or more extra curricula activities undertaken personally by the student; include information about becoming involved, or continued interest in the activity

read two emails written by students in China about the structure of their families and their family life; write an article for a magazine of 100–150 characters in Chinese on aspects of family life in China, referring to the information the students have provided

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read two short articles on extra curricula activities provided at a particular school in China; imagine going to that school as an exchange student in the future, and choose one of the activities to participate in while there; write an imaginative story of 100–150 characters in Chinese mentioning reasons for choosing that activity (rather than the other option), and experiencing it for the first time


Language learning activitiesThis area of study requires students to demonstrate cumulative language development through reading and writing. Selected activities and associated tasks include opportunities to practise listening, speaking, reading and writing, and to access language and applications of cultural understanding. The learning activities should be complemented by language learning tasks from all language skill areas. Introduce vocabulary and characters related to the topic through class activities and games. Students practise useful expressions and grammar for receptive and productive language use, such as

inferring meaning and identifying main points and supporting ideas in texts. Students practise strategies for establishing and confirming meaning from written texts, and using relevant

reference materials to assist their learning. Familiarise students with the main features of an informative report and authentic source materials from a

variety of written texts, including a personal profile.Input on the topic1. Read a short story about life as an only child in a Chinese family. Discuss the reasons for the former one

child policy and also the advantages and disadvantages of having siblings.2. Write a speech for a class debate on the former one child policy in China and participate in a class debate

on this issue.3. Read two short articles on the traditional structure of Chinese families. Make notes on the different roles of

family members.4. Prepare a cartoon or animation showing the daily activities of a family in China.Writing skills5. Write an email to your cousin comparing the family structures described in these articles to your own family

structure.6. Interview an exchange Chinese student about their family. Ask the student how typical they think their family

structure is in modern China. Produce a written report on the interview in Chinese, including comments on how typical the exchange student’s family seems in the light of other research undertaken on this topic.

7. Prepare and present a PowerPoint presentation in Chinese describing relationships in one modern Chinese family using the above-mentioned material. Respond to class questions on your presentation.

8. Write brief descriptions of the structure of three Chinese families that you have read about. Include the number of members, some kinship terms and the roles of family members.

9. Write an imaginative story about an incident involving an only child in China.

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Unit 2It is not expected that students will undertake all of the example learning activities provided. Teachers must ensure that the learning activities relate to the topic for the strand, meet the needs of their students and the requirements of the study, and are appropriately resourced.

In Area of Study 1, the student responds in English. In Area of Study 2 and Area of Study 3 the student is required to respond in Chinese. Over the course of the unit, both oral and written skills in Chinese should be developed.

Area of Study 1: Myths, legends and art of China

Outcome 1: Examples of learning activities

Research selected examples of Chinese mythology and legends, and art, and produce a written report in English.StrandCulture and Society in Chinese-speaking CommunitiesTopicChinese myths and legends, Chinese artExample text types in this area of studyanalysisanswer responsearticlebrochurecaptioncartoonchartdiscussiondocumentaryfable/mythidiomintroductionnotesoral presentationreporttimelinevideowritten and visual presentation

view a video in Chinese about Mazu, the Chinese sea goddess; take notes and research further to retell information about the goddess to the class in English

research the story of Nian; write a brief analysis of the story in English, including when it may have originated, who the audience is likely to have been and the enduring outcomes of the story; also consider any stories from other mythologies (such as English, Greek or Indian mythologies) which have something in common with this story

research the Chinese New Year Festival, Dragon Boat Festival or Mid-Autumn festival; develop a presentation of visual and written information to introduce a non-Chinese-speaking audience to the main features of the chosen festival; focus on the myths and legends associated with the festival and include information about variations to the festival in Chinese-speaking communities and Australia

view a cartoon that presents Chinese idioms; research and note the linguistic characteristics, meaning and origins of as many idioms as possible; discuss in class; each student chooses a different idiom to write up in Chinese and English, suggesting when it could be used, for a chart of Chinese idioms for display in the classroom

research ancient heroes in Chinese legends, such as the first emperor Qin Shihuang and Emperor Qian Long; develop a cartoon story with captions of a famous event or events in their life

write a report of about 600 words in English that presents information about the myths or legends behind a Chinese festival, and how these influence behaviours even today; use information and examples from the study to support interpretations and views presented

view a documentary in English about the terracotta warriors; answer questions on the links between the warriors and Chinese history and legend; develop a simple historical timeline showing contemporary events in China and at least two other countries from the time of their burial

research a traditional Chinese art form, such as water and ink painting, calligraphy, pottery, ceramics, jade or wood carving, bronze casting or sculpture; identify stages in the development of the art form and influences on it, such as religions and patronage, and modern practice in the art form

produce a brochure on a Chinese art form for an Australian audience, introducing them to the main features and images, and a brief timeline of

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development and practice in the art research a famous Chinese painting, such as Qingming Shanghe Tu; write

an article about it for a local newspaper, discussing the historical context and importance of the work in the world and history of art

view an SBS, ABC or BBC documentary on the life and work of a Chinese artist and answer questions about their life, art medium, technique and influence on Chinese and/or international art practice; the class discuss information and opinions on the artist

undertake the research required to write a report in the form of a speech for an Australian audience about the life and work of a modern Chinese artist such as Ai Wei Wei; the speech in English introduces the artist, explaining their experiences and the importance of their art

write a magazine article of about 600 words in English for the school magazine on a Chinese artist or Chinese art form; draw on research to substantiate information and give examples to support a point of view


The activities are sequenced to develop student proficiency in the research, analysis, synthesis and presentation of ideas and information and to extend cultural understanding. The learning activities should be accompanied by research tasks and opportunities for reflection on findings. Students create a research journal, where they record information, ideas and understandings gathered

throughout the area of study. In the journal, they also develop an ongoing glossary of the key terms and concepts that underpin an understanding of contemporary Chinese art.

In pairs, conduct internet and library research about a range of art forms that contemporary Chinese artists use, such as painting, sculpture, multimedia, video, illustration, installation and photography. Investigate stages in the development of the art forms and the influences on them, such as religions and patronage, and the ways that these art forms reflect Chinese heritage and culture. Make notes in the research journal and include bibliographical information.

Construct a table to collate the information found. The table could have six columns with headings: type of art form, a definition of this art form, examples of famous artists who use these forms, information about the techniques they use, how these forms express aspects of Chinese culture and heritage, and the sources where the information was found.

View a documentary on the life and work of a famous contemporary Chinese artist and answer questions about their life, art medium, technique and the influence on Chinese and/or international art practice. The class discusses opinions on the artist.

Read an article about another contemporary Chinese artist. Make notes about this artist’s life and work. Consider the many things that have influenced their work, such as events in their life, the region where they grew up, their education, their family life and the influence of other artists on their work. In their research journal, students note the way that this artist’s work reflects their Chinese heritage.

In their research journal, students brainstorm and develop an additional set of questions that will allow them to further build on their knowledge of the artists/artworks. Conduct further internet and library research to explore these additional questions and investigate the artist/s

in more depth. Students make notes in their research journal and include a bibliography. Develop a set of questions that Australian audiences may like to have answered about Chinese

contemporary art. Share these with classmates. Write an imaginative script of an interview with a contemporary Chinese artist, in English. Ask him/her about

their influences, inspirational artists both in China and abroad, their Chinese heritage and culture, and how they would like non-Chinese speaking Australian audiences to view their work. At the end of the interview, invite the artist to Melbourne and explain why Australian audiences would benefit from seeing their work.

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Include concrete examples and quotes from the research materials studied in class. Include a bibliography In small groups, conduct internet and library research about contemporary Chinese street art. Make notes

about the similarities and differences between Australian and Chinese street art and street artists. Create a Venn diagram to illustrate their findings. Where the two circles overlap, students note in dot points the characteristics of street art that are the same in Australia and China. In the circles on either side, students note aspects that are different in Australia and China. Include a bibliography.

Produce a brochure on a contemporary Chinese art form for an Australian audience, introducing them to the main features and images, and a brief timeline of development and practice in the art. Include paragraphs that provide concrete examples and quotes from the research materials studied in class. Include a bibliography.

Area of Study 2: Listening and speaking in Chinese


Establish and maintain a basic spoken exchange in Chinese related to planning travel in China.

StrandChinese LanguageTopicTravel experienceExample text types in this area of studyadvertisementapplication formappointmentaudio blogbrochureconversationdiary entrydiscussiondocumentaryitinerarymapnotesoral presentationPowerPoint presentationrole-playspeechtimetable

view videos about China and advertisements promoting tours in China; note the places mentioned and with the class, take turns to locate the places on a map of China

research a famous tourist attraction in Beijing; develop a spoken presentation promoting the attraction for the class; include visual prompts to accompany the presentation, such as a PowerPoint show

research a famous tourist attraction in China, such as the Great Wall or Xi’an, and take notes and locate visual materials related to it; participate in a group conversation in Chinese, sharing information and visual materials for each of the tourist attractions that have been researched by members of the group; discuss the pros and cons of each of the tourist attractions for Australian tourists

research what is required to travel to China, including visa applications, airfares, currency and insurance; if possible, contact a Chinese-speaking travel agent or invite one to meet with the class to discuss and confirm information about travelling to China

write an itinerary for a three-day stopover in Beijing, including accommodation, transport, meals and required budget; participate in a role-play where one participant plays the role of a travel agent explaining the itinerary to a prospective travel client; swap roles and repeat the role-play exercise

write a diary entry of 100–150 characters about a first visit to Beijing, including the places visited, the public transport and activities such as tours and shopping

view and listen to information about travel destinations in China and read relevant travel brochures; in pairs, discuss and agree on a travel itinerary for a two-week trip to China

in a role-play, explain travel plans to a third person who is playing the role of an adult (parent, friend from China, teacher, travel agent); include some details, such as planned destinations, time of year for travel and expectations from the trip; this may be done in pairs or individually

take note of feedback about the travel plans performed in the role-play in the activity above; discuss the feedback with your partner and make any agreed changes to the itinerary, then record the final travel plan

participate in a role-play to make a hotel booking in China over the

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telephone or on Skype listen to a recorded message from a friend’s blog about a summer camp

they attended in China; reply in spoken or written form, asking for some further details including the location of the camp and how to get there, the activities they did and the weather they experienced

participate in a 2- to 3-minute role-play set in a travel agency, taking the role of a client planning a trip to China; indicate destinations of interest and preferred travel timing; discuss basic arrangements such as flights and accommodation and request information about cost, visa applications and travel insurance


Language learning activitiesThis area of study requires students to demonstrate cumulative language development through listening and speaking. The learning activities should be complemented by language learning tasks from all language skill areas. Introduce vocabulary related to the topic, including aspects of tourism, travel, transport, accommodation,

regional differences and map references through class activities and games. Practise useful expressions and grammar for receptive and productive language use, such as inferring

meaning, conversation skills and exchanging facts. Practise informative interactive skills, such as giving and receiving directions, services and assistance;

affirming, transacting and negotiating; using appropriate forms of address and non-verbal forms of communication; and actively managing the flow of an exchange.

Familiarise students with features of informal conversation designed to negotiate and conclude an outcome. Familiarise students with Chinese characters and character use or abbreviations specific to written texts

related to travel, such as signage, maps, directions and place names.Input on the topic1. View videos about China and advertisements promoting tours in China. Note the places mentioned and,

with the class, take turns to locate the places on a map of China.2. Research a famous tourist attraction in China, such as the Great Wall or Xi’an, and take notes and locate

visual materials related to it.3. Participate in a group conversation in Chinese, sharing information and visual materials for each of the

tourist attractions that have been researched by members of the group. Discuss the pros and cons of each of the tourist attractions for Australian tourists.

4. View and listen to information about travel destinations in China and read relevant travel brochures. In pairs, discuss and agree on a travel itinerary for a two-week trip to China.

5. Research what is required to travel to China, including visa applications, airfares, currency and insurance. Make a list of all requirements.

6. If possible, contact a Chinese-speaking travel agent or invite one to meet with the class to discuss and confirm information about travelling to China. Check the accuracy of students’ lists of requirements with the travel agent.

Listening and speaking skills7. Listen to a podcast about a trip to China. Record a similar message describing a region of China you would

like to visit.8. Students volunteer to perform a mock interview with the travel agent for the class.9. Interview a Chinese-speaking teacher or community member (on Skype or in person) who has travelled to

China and request recommendations for places to visit.

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10. Prepare and participate in a role-play of a discussion with a friend to plan a trip to a specific area of China.

Area of Study 3: Reading and writing in Chinese


Read and comprehend simple written texts in Chinese and create a simple text in Chinese about the geography of China.StrandChinese LanguageTopicChinese geographyExample text types in this area of studyarticlebrochurediscussiondocumentaryemailinterviewintroductionitineraryletter

view a documentary on China and its geography; write down the names of provinces and cities mentioned; use a map and other sources to research the characters used to write the place names and make a list

listen to a recorded interview on China’s regions and their geographical differences; answer written questions about the content as you listen

research one of China’s famous rivers, indicating where it is located, what it is used for and why it is important; make an oral presentation to the class with visual support, such as a PowerPoint presentation

you have been asked to give a speech at the opening of a festival celebrating the regions of China; choose a region and write a speech script of 100–150 characters describing the main geographical features of the region of China you have chosen

interview a Chinese-speaking person from Taiwan, Hong Kong or Singapore, focusing on the city or place they are from, customs unique to that area, and aspects of their daily life there; record the responses

using information from the interview, write a report briefly outlining three differences between customs and practices of Chinese-speakers from different places, including those living in mainland China or Australia

research the main geographical features of one region in China, and investigate the dialect spoken and places of interest to tourists; write a brief article of 150 characters on the region for a magazine, such as National Geographic

research information about a specific place in Shanghai, such as Nanjing Road, and then write a short introduction on it for a tourist brochure

read a tourist map of Shanghai and write a brief itinerary for a day trip to the city

make comparisons between tourist attractions in Beijing and in a city in the south of China, such as Shanghai or Guangzhou; decide which would be your preferred destination in China, and explain your decision in an email or a letter to a friend who is considering travelling with you

view videos on Chinese food and Shejianshangde Zhongguo (A Bite of China); participate in a class discussion comparing the food from northern and southern China, and consider the origins of Chinese food eaten in Australia

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read two passages about a city or region in southern China and use the information to write a short article for a tourist booklet of 100–150 characters; the article should promote the city or region and include factual information from the texts, such as its location, population, geography, climate, local food and tourist attractions


Learning activities are introduced in an order that builds on current knowledge and builds new knowledge and skills. Emphasis is placed on developing language use, in particular: vocabulary, characters, structures and content related to the geographical features of China and regional

differences identifying and applying conventions and key features of written Chinese texts summarising information from Chinese sources understanding and using characters accurately in writing to convey meaning.Language learning activitiesThis area of study requires students to demonstrate cumulative language development through reading and writing. Selected activities and associated tasks include opportunities to practise listening, speaking, reading and writing, and to access authentic language and applications of cultural understanding. The learning activities should be complemented by language learning tasks from all language skill areas. Introduce vocabulary, characters and common patterns of word formation, loan words and grammatical

markers related to the topic through class activities and games. Practice useful expressions and grammar for receptive and productive language use, such as ways of

describing, comparing and commenting on features of geography. Familiarise students with the conventions of text types, such as street directories and maps, including

specific uses of characters in place names and visual texts. Familiarise students with the conventions of an article for a tourist brochure and writing appropriately for the

context, purpose and audience. Practice strategies for summarising information from sources and using content from references to develop

and support ideas in written texts.Input on the topic1. View a documentary on China and its geography. Write down the names of provinces and cities

mentioned. Use a map and other sources to research the characters used to write the place names and make a list.

2. Visit websites of travel offices in China and plan an itinerary for a trip.3. Research one of China’s famous rivers, indicating where it is located, what it is used for and why it is

important. Make an oral presentation to the class with visual support, such as a PowerPoint presentation.4. Research the main geographical features of one region in China, and investigate the dialect spoken and

places of interest to tourists. Write a brief article of 150 characters on the region for a magazine, such as National Geographic.

5. Invite a Chinese-speaking visitor to the class to speak on tourist attractions in their region. Prepare a set of questions to ask the visitor about their region and make notes on their answers.

6. Research exchange rates online and develop a list of the usual costs of a range of everyday food items in China.

7. Read information about holiday packages and fill in a chart of information for a friend.

Reading and writing skills

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8. Read tourist brochures and compare tourist attractions in Beijing and in a city in the south of China, such as Shanghai or Guangzhou. Decide which would be your preferred destination in China and explain your decision in an email or a letter to a friend who is considering travelling with you.

9. Read train timetables and local information to plan a two-week tour of China.10. Read several itineraries for school trips to Southern China. Compare these plans and write a brief report to

a class teacher of Chinese stating which option would be preferable, taking into account student interest, places suggested, probable costs etc.

11. Imagine you are visiting a region of China and write an email home describing your experiences.

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Appendix 1: Employability skillsThe VCE Chinese, Language, Culture and Society study provides students with the opportunity to engage in a range of learning activities. In addition to demonstrating their understanding and mastery of the content and skills specific to the study, students may also develop employability skills through their learning activities.

The nationally agreed employability skills are: Communication; Planning and organising; Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and Learning.

The table below links those facets that may be understood and applied in a school or non-employment related setting, to the types of assessment commonly undertaken within the VCE study.

Assessment task Employability skills selected facets

Analysis and response to spoken texts in Chinese

Communication (problem solving)

Analysis and response to written texts in Chinese

Communication (problem solving; planning and organising; use of information and communications technology)

Oral presentation in Chinese Communication (teamwork; problem solving; initiative and enterprise)

Interview or role-play in Chinese Communication (teamwork; planning and organising; use of information and communications technology)

Written text in Chinese Communication (learning; planning and organising; self-management; use of information and communications technology)

Written research report or product in English

Communication (teamwork; problem solving; self-management; planning and organising; use of information and communications technology; learning; initiative and enterprise)

The employability skills are derived from the Employability Skills Framework (Employability Skills for the Future, 2002), developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published by the (former) Commonwealth Department of Education, Science and Training.

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VCE Chinese Language Culture and Society Units 1–2: Web viewanswer questions on the links...

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Transcript of VCE Chinese Language Culture and Society Units 1–2: Web viewanswer questions on the links...