VCE Chinese Second Language / Chinese Second Language Advanced

In this unit students develop an understanding of the language and culture/s of the target language communities through the study of three or more topics from the prescribed themes. Each area of study in the unit must focus on a different subtopic. Students access and share useful information on the topics and subtopics and consolidate and extend vocabulary, grammar knowledge and language skills. They focus on analysing cultural products or practices including visual, spoken or written texts. Cultural products or practices can be drawn from a diverse range of texts, activities and creations. These may include the following: stories, poems, plays, novels, songs, films, photographs, artworks, architecture, technology, food, clothing, sports and festivals. 

• Outcome 1 – Participate in a conversation, interview or role-play or give a talk to the class about the selected subtopic, asking and answering questions. Examples tasks – have a conversation about your family or perform a role play about your first day at school. 

• Outcome 2 – interpret information from two texts on the same subtopic presented in Chinese and respond in writing in Chinese and in English. Examples tasks – write a descriptive summary of a film including information from a review of the film, listen to a conversation and view a map to write directions or read an article and listen to an announcement to write instructions. 

• Outcome 3 – present information, concepts and ideas in writing in Chinese on the selected subtopic and for a specific audience and purpose. Example tasks – Create a written presentation which may include pictures; this may be supported by media such as Photo Story or PowerPoint or write an imaginative children’s story. 

In this unit students continue to develop an understanding of aspects of language and culture through the study of three or more topics from the prescribed themes, as listed for Unit 1. Each area of study must focus on a different subtopic. Students analyse visual, spoken and written texts. 

They access and share useful information on the topics and subtopics and consolidate and extend vocabulary, grammar knowledge and language skills. Cultural products or practices can be used to demonstrate how culture and perspectives may vary between communities. Students reflect on the interplay between language and culture, and its impact on meaning. 

• Outcome 1 – respond in writing in Chinese to spoken, written or visual texts presented in Chinese. Example tasks –
• Write a personal answer to an email 
• Write an informative blog in response to texts 
• Respond in a written letter to a radio announcement or editorial. 

Outcome 2 – analyse and use information from written, spoken or visual texts to produce an extended written response in Chinese Examples tasks –

• Describe in writing an experience seen from different perspectives
• Write a reflective article on a cultural insight, such as the attitudes of Chinese-speaking people in Australia and elsewhere to traditional customs
• Evaluate opposing arguments put forward on an issue, such as attitudes to health or the long-term impact of social media on society. 

• Outcome 3 – explain information, ideas and concepts orally in Chinese to a specific audience about an aspect of culture within communities where Chinese is spoken. Examples tasks – 
• Narrate a life story, event or incident that highlights an aspect of culture
• Tell the class a personal or reflective story about a cultural event
• Present and explain an aspect of culture, referring to a portfolio or a PowerPoint presentation. 

In this unit students investigate how to interpret and express ideas, negotiate and persuade in the target language through the study of three or more subtopics such as tourism, music and the working world. Students interpret information, inform others, and reflect upon and develop persuasive arguments. They access and share useful information on the subtopics through the target language and consolidate and extend vocabulary and grammar knowledge and language skills. Students consider the influence of language and culture in shaping meaning and reflect on the practices, products and perspectives of the cultural communities. They reflect on how knowledge of a foreign language and culture can be applied in a range of contexts and endeavours, such as further study, travel, business or community involvement. 

Below are examples of possible assessment outcomes for each Unit. 

Outcome 1 

• Participate in a spoken exchange to resolve a personal issue. Convince your parents that you want to take a GAP year to Chinainstead of starting university right away.

Outcome 2 

• Students extract information from three or more texts relating to the selected subtopic and create written responses to specific questions or instructions in the target language. Students synthesise information from written, spoken and visual texts. Read a holiday brochure and watch a promotional video about vacationing in Chinathen read an email from a friend about what she likes to do when on holiday. Write an itinerary of a vacation that you could go on together and present your ideas for her approval.

Outcome 3 

• Create a written presentation which may include pictures; this may be supported by media such as Photo Story or PowerPoint. You have studied the importance of food culture in China, create a cooking presentation that focusses on a special product from a region of China.
• Write an informative article or personal story about a particular subtopic. Write an entry for your travel blog where you discuss a recent visit to a particular region in China.

In this unit students investigate aspects of culture through the study of two or more subtopics such as media, historical landmarks, science and innovation. Students build on their knowledge of target language communities, considering cultural perspectives and language and explaining personal observations. Students consolidate and extend vocabulary, grammar knowledge and language skills to investigate the topics in the target language. Students identify and reflect on cultural products or practices that provide insights into cultural communities such as poetry, music, and festivals. Students reflect on the ways culture, place and time influence values, attitudes and behaviours. They consider how knowledge of more than one culture can influence the ways individuals relate to each other and function in the world. 

Below are examples of possible assessment outcomes for each Unit. 

Outcome 1 

• Participate in a three- to four-minute interview providing information and responding to questions about a cultural product or practice.

Outcome 2 

• Students create a 250-word written response for a specific audience and purpose, incorporating information from three or more texts such as an informative article about new trends in music and the arts.

Outcome 3 

• Students write an approximately 300-word evaluative or persuasive piece of writing on a topic such as the impact of robotic technology in the workplace.