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This band plan has been developed in consultation with the Curriculum into the Classroom (C2C) project team.

School name:

Australian Curriculum: Languages Band: Years 9–10 Languages subject: Chinese

Identify curriculum1

Languages learning area The Australian Curriculum: Languages is designed to enable all students to engage in learning a language in addition to English.The interrelationship of language, culture and learning provides the foundation for the Australian Curriculum: Languages.In the Languages learning area the focus is on both language and culture, as students learn to communicate meaningfully across linguistic and cultural systems, and different contexts. This process involves reflection and analysis, as students move between the new language being learnt and their own existing language(s). It is a reciprocal and dynamic process which develops language use within intercultural dimensions of learning experiences. It is not a ‘one plus one’ relationship between two languages and cultures, where each language and culture stay separate and self-contained. Comparison and referencing between (at least) two languages and cultures build understanding of how languages ‘work’, how they relate to each other and how language and culture shape and reflect experience; that is, the experience of language using and language learning. The experience of being in two worlds at once involves noticing, questioning and developing awareness of how language and culture shape identity.

Course organisation This band plan is for a second language learner pathway using the F(P)–Year 10 sequence of learning.In the Australian Curriculum: Languages — Japanese is banded, with content descriptions indicating the nature and scope of learning over two year spans. Teachers will need to make decisions about what aspects of the content descriptions, will be taught in what year of their program. Year by year, programs can then be used to inform the development of short-term programs (that is, one term/several weeks).The two strands — Communicating and Understanding — are interrelated in relation to language use for different purposes in different contexts. The strands and sub-strands do not operate in isolation. The relative contribution of each sub-strand differs for described languages, pathways and bands of learning. The sub-strands are further differentiated according to a set of ‘threads’ that support the internal organisation of content in each sub-strand. The ‘threads’ are designed to capture the range and variety in the scope of learning and a means for expressing the progression of content across the learning sequences.The strands reflect three important aspects of language learning: communication analysis of aspects of language and culture reflection that involves- reflection on the experience of communicating- reflection on comparative dimensions of the languages available in students’ repertoires (for example, the first language in relation to second language and self in relation to others).

When developing teaching and learning programs teachers should consider: the relationship between each of the curriculum components (band descriptions, content descriptions, elaborations and achievement standards) to describe the level/expectations of language

teaching and learning at a given moment in time and over time the level of complexity at which student learning can be pitched integrating the two strands to ensure holistic learning, including active language use and the development of related knowledge, understandings and reflective capabilities drawing on the content descriptions from a number of sub-strands and integrating these to create meaningful learning experiences for the learners in their context developing a variety of learning experiences that are relevant, rigorous and meaningful and allow for different rates of development, in particular for younger students and for those who need

extra support opportunities for integration of learning between Languages and with other learning areas.This band plan is organised to: align with the Australian Curriculum: Languages — Chinese, which is organised in band levels for the achievement standard and content descriptions provide a course structure and content that includes a sequence of teaching and learning and identification of opportunities for assessment and feedback, organised in units according to

bands, and developed using the Australian Curriculum: Languages — Chinese content descriptions and achievement standards provide flexibility to enable schools to make decisions about implementation, based on local context and needs of students. The sequence of learning for this band plan is a second language

learner pathway F(P)–Year 10 sequence.

Band description The nature of the learnersAt this level, students bring prior knowledge of Chinese language and culture, and a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They are considering their future pathways and choices, including how Indonesian could be part of these.

1 Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum: Languages: www.australiancurriculum.edu.au/languages/introduction

Years 9 and 10 band plan — Australian Curriculum: LanguagesOverview for planning with the Australian Curriculum: Languages — Chinese

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Chinese language learning and useStudents use Chinese for self-expression, to obtain information and present a point of view to others, identifying subtle differences in word use and manipulating language for different purposes and audiences. Pinyin remains an important tool for learning the sound of new words, associating sounds with characters, and creating digital texts in characters.Contexts of interactionThe likely contexts for interaction are extended to encompass the exchange of information and opinions on topics that will assist students to develop a deeper appreciation of cultural practices and traditions in diverse Chinese-speaking communities'. Learners interact with a broader range of Chinese speakers, using the spoken language to participate in discussions and other interactions.Texts and resourcesText types include short informative texts from various websites, opinion pieces from personal blogs, and online chat forums conducted in Chinese with users in diverse locations. Students access information and explore texts written in Chinese, developing strategies to interpret meanings where not all characters are known.Features of Chinese language useLearners engage in cross-cultural communication and reflect on their own experiences in Chinese. Classmates work collaboratively to exchange information and ideas relating to contemporary issues or events and to share their life experiences. They use creative and expressive language in narratives to express their imagination.Level of supportLearners are supported to develop autonomy as language learners and users, to self-monitor, and to adjust language in response to their experience in increasingly diverse contexts. They access characters and vocabulary from a range of print and digital resources and online and print dictionaries.The role of EnglishChinese is the language of instruction and interaction. Some discussion and reflection are necessarily carried out in English, but learners at this level are beginning to express.

Phase curriculum focus Curriculum focus: Years 7 to 10In Years 7–10 the Australian Curriculum supports the deepening of knowledge, understanding and skills in all eight learning areas. The curriculum continues to prepare students for civic, social and economic participation and personal health and well-being whilst providing increased opportunities for students to make choices and specialise in learning of particular interest. The curriculum is designed to equip students for senior secondary schooling, including vocational pathways.The Languages curricula in Years 7–10 provide opportunities for ongoing additional language study for those students who commenced in primary school as well as the opportunity to commence the study of an additional language.

Achievement standard By the end of Year 10, students use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to ask about items in a local Chinese grocery). Students use pinyin to transcribe spoken texts and use characters to create written texts. They identify key ideas and compare information from multiple sources (such as 新闻，访谈，podcast, 纪录片) to develop and substantiate their own position on topics of personal interest or issues of broader significance. They exchange ideas and opinions, for example, 为什么学中文很重要？； 澳大利亚的语言；好用的手机 app, 我不太同意你的说法，因为…你觉得呢？； 虽然你说得有道理，但是… 所以我觉得… They speak with attention to pronunciation and tone. Students respond to and create a range of short informative and imaginative texts for a variety of audiences and purposes, for example, 什么是最健康的食物？ 如果我…的话 . They use a range of sentence structures and grammatical features to develop cohesion and coherence in these texts, including prepositional phrases to describe participants (for example, 我和 / 跟妈妈去买东西), and adverbs to express time, tense and frequency of events, for example, 总是，还没有. They use conjunctions (for example, 虽然如此…，尽管这样…但是…) and apply a range of stylistic devices such as rhetorical questions, quotes and 成语. They translate texts and produce bilingual texts, recognising that not all concepts can be readily translated Chinese and English. They engage with a range of imaginative texts, for example, 娱乐节目-小品，合唱，音乐录影，流行歌曲比赛，电视片，电影.Students recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures. They recognise that language is dynamic and is influenced by time, place, setting, participants and contexts. When interacting with a range of texts they identify how audience and purpose shape their own and others’ language choices and interpretation of these texts. They explain how features of Chinese culture and language shape their own and others’ communication practices. Students reflect on how their own cultural experience impacts on interactions with Chinese speakers.

Teaching and learning

Unit overviewThe Australian Curriculum assumes that students inYear 9 and 10 will study a language as determined by school authorities.

Schools decide which units of study to complete, and how and when. This band plan provides eight potential units.

The Australian Curriculum: Languages have been developed across bands spanning two years. Units 1–4 have been written for the lower year and Units 5–8 have been written for the upper year.

Unit 1 — How do youth cultures represent themselves?

Unit 2 — How big is the generation gap? Unit 3 — What are social issues? Unit 4 — What are life stories?

Students explore the concept of representation within the context of youth cultures.They will: interact with others to share ideas and

experiences relating to shared interests and values within a group

encounter authentic language to notice and focus on linguistic and cultural concepts relating to youth identity

engage with a range of texts to obtain and convey information making connections between youth cultures in Chinese-speaking cultures and their own experience

analyse and understand language variation and change relating to the dynamic nature of Chinese and roles and relationships

participate in intercultural experiences to understand the relationship between language and culture.

Students explore the concept of generation and generational difference in Chinese-speaking cultures and Australia.They will: interact with others to discuss ideas relating

to roles and responsibilities over generations

encounter authentic language to notice and focus on linguistic and cultural concepts relating to generational change

engage with a range of texts to analyse perspectives and convey information relating to generations, roles and responsibilities

analyse systems of language relating to sounds and sentence structure

analyse and understand language variation and change relating to roles and relationships

participate in intercultural experiences to understand the relationship between language and culture.

Students explore the ways in which people communicate about youth-related social issues in Chinese-speaking cultures and Australia.They will: encounter authentic language in a range of

spoken and written texts about youth-related social issues

use a range of language to discuss their own perspectives on youth and technology use

analyse different perspectives on youth-related social issues

analyse and understand systems of language relating to characters and sentence structure

analyse and understand language variation relating to the dynamic nature of Chinese

participate in intercultural experiences to understand the relationship between language and culture.

Students explore the concept of biography by understanding how language and culture influence the communication of an individual’s life story.They will: encounter authentic language in a range of

spoken and written texts about life stories of local and globally known people

use a range of tenses to recount and describe people’s past achievements

obtain information about life stories from a range of text types including interviews, articles and autobiographical texts

analyse and understand systems of language relating to pronunciation, sentence structure and text organisation

participate in intercultural experiences to understand the relationship between language and culture.

Unit 5 — What is the best job in the world? Unit 6 — What is advertising? Unit 7 — What is environmental conversation?

Unit 8 — What are our global connections?

Students understand how language and culture influence communicating within the world of employment.They will: encounter authentic language in a range of

spoken and written texts about work that young people and adults do around the world

use language to plan and manage discussions about interesting jobs

obtain information about different ways that young people earn money in French-speaking countries

analyse and understand systems of language relating to characters and sentence structure

analyse and understand language variation and change relating to the dynamic nature of Chinese

participate in intercultural experiences to understand the relationship between language and culture.

Students use language to communicate within the context of advertisingThey will: engage with a range of spoken and written

texts relating to advertising and advertisements

process and compare information about advertisements

create persuasive texts to engage a specific audience and adjust for another

analyse and understand systems of language relating to characters and text organisation

analyse and understand language variation and change relating to the dynamic nature of Chinese

participate in intercultural experiences to understand the relationship between language and culture.

Students explore language and cultural values relating to animal conservation in Chinese-speaking cultures and Australia.They will: interact with others to share ideas and

opinions relating to perspectives on animal conservation

encounter authentic language to notice and focus on linguistic and cultural concepts relating to animal conservation issues

engage with a range of texts to analyse perspectives and convey information relating to perspectives on animal conservation

analyse and understand systems of language relating to sentence structure and text organisation

analyse and understand language change relating roles and relationships

participate in intercultural experiences to understand the relationship between language and culture.

Students explore their connections with the wider global community including links with Chinese-speaking cultures.They will: interact with others to discuss experiences

and connections with other countries and cultures

explore links between Australia and the Chinese-speaking world.

engage with a range of texts to analyse perspectives and convey information relating to global connections

analyse and understand systems of language relating to sentence structure

analyse and understand language variation and language change

participate in intercultural experiences to understand the relationship between language and culture.

Content descriptions Communicating

Socialising Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Exchange and elaborate on suggestions and opinions in spoken interactions related to planning and negotiating activities and events, adjusting spoken language for familiar and unfamiliar participants, purposes and contexts[Key concepts: celebrity, leisure and recreation, built and natural environment; Key processes: planning, negotiating, deciding] (ACLCHC065)

Years 9 and 10 band plan — Australian Curriculum: LanguagesOverview for planning with the Australian Curriculum: Languages — Chinese

Queensland Curriculum & Assessment AuthorityAugust 2016

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Sustain and extend written exchanges about places, future plans, and contemporary social issues and activities[Key concepts: relationships, values, beliefs, attitudes, future, work; Key processes: analysing, evaluating] (ACLCHC066)

Informing Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Analyse, compare and present perspectives on topics of interest, identifying the different ways emotions, intentions and ideas are expressed[Key concepts: celebrity, leisure and recreation, place, education, youth, space; Key processes: comparing, contrasting, negotiating, deciding, persuading] (ACLCHC067)

Collate and present different perspectives on a range of issues from different sources[Key concepts: ideograph, issues, career, future; Key processes: extracting, collating, identifying] (ACLCHC068)

Creating Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Engage with a range of performance-based imaginative texts, and respond by discussing attitudes portrayed, expressing opinions, explaining themes, discussing characters, and considering language use and cultural meanings, and apply this knowledge to create imaginative texts[Key concepts: imagination, creativity, emotion, love, hate; Key processes: expressing, responding] (ACLCHC069)

Create written imaginative texts that express aspects of Chinese culture for different audiences and identify how some concepts can be readily translated between Chinese and English and some do not[Key concepts: values, tradition; Key processes: creating, expressing, reading, writing] (ACLCHC070)

Translating Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Translate a range of Chinese texts and identify how some concepts can be readily translated between Chinese and English and some do not[Key concepts: semantics, syntax: Key processes: translating, interpreting] (ACLCHC071)

Create bilingual texts, identifying similarities between Chinese and English syntax and vocabulary, and explaining how these similarities can be used when transferring culture- or context-specific ideas from Chinese into English[Key concepts: similarities, cultural positioning, sensitivity; Key processes: translating, captioning] (ACLCHC072)

Reflecting Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Compare the experiences of young Australians with those of young people in Chinese-speaking communities, reflecting on how these diverse experiences affect individuals’ identity, attitudes and beliefs[Key concepts: behaviour, youth, lifestyle, social distance; Key processes: comparing, contrasting, reflecting](ACLCHC073)

Understanding

Systems of language Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Explain differences in intonation, rhythm and sounds when listening to speakers of different ages, genders and social positions (ACLCHU074)

Relate prior knowledge of character form and function to infer information about the sound and meaning of unfamiliar characters (ACLCHU075)

Analyse and examine how effective authors control sentence structure and use language to engage their audience (ACLCHU076)

Compare the purposes, text structures and language features of traditional and contemporary texts (ACLCHU077)

Language variation and change Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Explain the dynamic nature of the Chinese language and how changes over time are influenced by local and global contexts and cultures (ACLCHU078)

Explain how language defines people’s roles as outsiders or insiders in groups and cultures (ACLCHU079)

Years 9 and 10 band plan — Australian Curriculum: LanguagesOverview for planning with the Australian Curriculum: Languages — Chinese

Queensland Curriculum & Assessment AuthorityAugust 2016

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The role of language and culture Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Analyse the ways in which language choices reflect cultural practices and values and how language is used to express familiarity and distance between participants in interactions (ACLCHU080)

General capabilities Literacy   Numeracy   ICT capability   Critical and creative thinking   Personal and social capability   Ethical understanding   Intercultural understanding

Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures    Asia and Australia’s engagement with Asia    Sustainability

Develop assessment

AssessmentThe Years 7 to 10 Languages: Australian Curriculum in Queensland — assessment and reporting advice and guidelines brings together advice about assessment, making judgments and reporting in a single document available from: www.qcaa.qld.edu.au/p-

10/aciq/p-10-languages/year-9-languages

www.qcaa.qld.edu.au/p-10/aciq/p-10-languages/year-10-languages.

Unit 1 — How do youth cultures represent themselves?

Unit 2 — How big is the generation gap? Unit 3 — What are social issues? Unit 4 — What are life stories?

Collection of workSkills assessed: Speaking, ReflectingThe assessment will gather evidence of the student’s ability to: identify key ideas and compare information

from multiple sources to develop and substantiate their own position on topics of personal interest or issues of broader significance

respond to and create a range of short informative texts for a variety of audiences and purposes

translate texts and produce bilingual texts, recognising that not all concepts can be readily translated Chinese and English

recognise that language is dynamic and is influenced by time, place, setting, participants and contexts

explain how features of Chinese culture and language shape their own and others’ communication practices.

Collection of workSkills assessed: Speaking, Analysing, ReflectingThe assessment will gather evidence of the student’s ability to: use spoken Chinese to sustain extended

interactions with familiar and unfamiliar participants in a range of contexts

respond to and create a range of short imaginative texts for a variety of audiences and purposes

reflect on how their own cultural experience impacts on interactions with Chinese speakers

recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures

identify how audience and purpose shape their own and others’ language choices and interpretation of these texts

explain how features of Chinese culture and language shape their own and others’ communication practices.

Collection of workSkills assessed: Writing, SpeakingThe assessment will gather evidence of the student’s ability to: use spoken Chinese to sustain extended

interactions with familiar and unfamiliar participants in a range of contexts

respond to and create a range of short informative texts for a variety of audiences and purposes

translate texts and produce bilingual texts, recognising that not all concepts can be readily translated Chinese and English

recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures

recognise that language is dynamic and is influenced by time, place, setting, participants and contexts.

Collection of workSkills assessed: Writing, Reflecting, SpeakingThe assessment will gather evidence of the student’s ability to: use spoken Chinese to sustain extended

interactions with familiar and unfamiliar participants in a range of contexts

respond to and create a range of short informative texts for a variety of audiences and purposes

recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures.

Unit 5 — What is the best job in the world? Unit 6 — What is advertising? Unit 7 — What is environmental conservation?

Unit 8 — What are our global connections?

Collection of workSkills assessed: Listening, AnalysingThe assessment will gather evidence of the student’s ability to: use spoken Chinese to sustain extended

interactions with familiar and unfamiliar participants in a range of contexts

respond to and create a range of short informative texts for a variety of audiences and purposes

recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures

recognise that language is dynamic and is influenced by time, place, setting, participants and contexts.

Collection of workSkills assessed: Reading, AnalysingThe assessment will gather evidence of the student’s ability to: respond to and create a range of short

informative texts for a variety of audiences and purposes

reflect on how their own cultural experience impacts on interactions with Chinese speakers

recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures

recognise that language is dynamic and is influenced by time, place, setting, participants and contexts.

Collection of workSkills assessed: Reading, Writing, ReflectingThe assessment will gather evidence of the student’s ability to: respond to and create a range of short

informative texts for a variety of audiences and purposes

translate texts and produce bilingual texts, recognising that not all concepts can be readily translated Chinese and English

recognise how writers and speakers, including themselves, make deliberate choices when using language features and text structures

explain how features of Chinese culture and language shape their own and others’ communication practices.

Collection of workSkills assessed: Writing, ReflectingThe assessment will gather evidence of the student’s ability to: respond to and create a range of short

informative texts for a variety of audiences and purposes

recognise that language is dynamic and is influenced by time, place, setting, participants and contexts.

All unit assessment tasks provide evidence of student learning and provide opportunities for teachers to make judgments about whether students have met the Australian Curriculum: Languages — Chinese Years 9 and 10 Achievement Standard.

Years 9 and 10 band plan — Australian Curriculum: LanguagesOverview for planning with the Australian Curriculum: Languages — Chinese

Queensland Curriculum & Assessment AuthorityAugust 2016

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Make judgments and use feedback

Consistency of teacher judgments

Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.

Years 9 and 10 band plan — Australian Curriculum: LanguagesOverview for planning with the Australian Curriculum: Languages — Chinese

Queensland Curriculum & Assessment AuthorityAugust 2016

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