Board Endorsed December 2014 Advanced Chinese A/T Course Type 2 Written under the: Languages Course Framework 2013 Edition Accredited from: 2015 – 2019 1 Board Endorsed December 2014 General Capabilities All courses of study for the ACT Senior Secondary Certificate should enable students to develop essential capabilities for twenty-first century learners. These ‘capabilities’ comprise an integrated and interconnected set of knowledge, skills, behaviours and dispositions that students develop and use in their learning across the curriculum. The capabilities include: Literacy Numeracy Information and communication technology (ICT) capability Critical and creative thinking Personal and social capability Ethical behaviour Intercultural understanding. Courses of study for the ACT Senior Secondary Certificate should be both relevant to the lives of students and incorporate the contemporary issues they face. Hence, courses address the following three priorities. These priorities are: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability. 2 Board Endorsed December 2014 Course Adoption Form for Accredited Courses B S S S AUSTRALIAN CAPITAL TERRITORY College: Course Title: Advanced Chinese Classification: T Framework: Languages Course Framework 2013 Course Area: Course Code: Dates of Course Accreditation: From To 2015 2019 Identify units to be adopted by ticking the check boxes Adopt Unit Title Value (1.0/0.5) Length The Individual’s Experience 1.0 S The Individual and Family 0.5 Q The Individual and Surroundings 0.5 Q Society and Community 1.0 S Community and Entertainment 0.5 Q Community and Health 0.5 Q The World Around Us 1.0 S Travel and Consumerism 0.5 Q Education and Environment 0.5 Q Lifestyle and Traditions 1.0 S Festivals and Customs 0.5 Q Tradition and Culture 0.5 Q Adoption The course and units named above are consistent with the philosophy and goals of the college and the adopting college has the human and physical resources to implement the course. Principal: BSSS Office Use Entered into database: / /20 / College Board Chair: / /20 /20 3 Board Endorsed December 2014 Table of Contents Course Name ..........................................................................................5 Course Classification ..........................................................................................5 Course Framework ..........................................................................................5 Course Developers ..........................................................................................5 Evaluation of Previous Course ..........................................................................................5 Course Length and Composition ..........................................................................................6 Implementation Guidelines ..........................................................................................6 Duplication of Content Rules ..........................................................................................7 Subject Rationale ..........................................................................................9 Goals ..........................................................................................9 Content ........................................................................................10 Assessment ........................................................................................12 Guide to Assessment Task Types ........................................................................................13 Representation of General Capabilities ........................................................................................16 Representation of Cross-curriculum ........................................................................................17 Moderation ........................................................................................20 Resources ........................................................................................21 Proposed Evaluation Procedures ........................................................................................25 The Individual’s Experience Value 1.0 .........................................................................26 The Individual and Family Value: 0.5 ........................................................................28 The Individual and Surroundings Value: 0.5 ........................................................................32 Society and Community Value 1.0 .........................................................................36 Community and Entertainment Value 0.5 .........................................................................38 Community and Health Value 0.5 .........................................................................41 The World Around Us Value 1.0 .........................................................................44 Travel and Consumerism Value 0.5 .........................................................................46 Education and Environment Value 0.5 .........................................................................50 Lifestyles and Traditions Value 1.0 .........................................................................53 Festivals and Customs Value 0.5 .........................................................................55 Tradition and Culture Value 0.5 .........................................................................59 Appendix A – Suggested Activities for Specific Units .............................................................................63 Appendix B – Common Curriculum Elements ........................................................................................74 Appendix C: Table of Integrated Themes ........................................................................................76 4 Board Endorsed December 2014 Course Name Advanced Chinese Course Classification T Course Framework This course is presented under the Languages Course Framework 2013 Edition. Course Developers Name Qualifications College Shao-Hua Que B.A. English (Secondary Education) Master in TESOL Ph. D. Linguistics (Research in the Chinese Language) Melba Copland Senior Campus (IB) Melba Copland Secondary School Shao-Li Tang B.A. Chinese Language and Literature Dip. Education (Secondary Education) Certificate TESOL Canberra College (IB) Grace Chen B.A. Tourism Dip. Education (Secondary Education) Narrabundah College (IB) This group gratefully acknowledges the work of previous developers and also the editing work of Gai Britt (M.Ed., B.A. Dip Ed). Evaluation of Previous Course The following areas were identified as needing revision: Course topics in Chinese Beginning/Continueing / Advanced courses were aligned. Course was revised in incorporate new texts. Course was aligned with the Languages Framework 2013 Edition. The course addresses China as a global power and its economic development in the recent years. The course reflects an emphasis on translation, selected works of Chinese and English Literature. 5 Board Endorsed December 2014 Course Length and Composition The following combinations of 0.5 units have been approved by the Chinese curriculum panel as having coherence of purpose and clarity. No other combinations of 0.5 units have been accredited. Unit Title Unit Value The Individual’s Experience 1.0 The Individual and Family 0.5 The Individual and Surroundings 0.5 Society and Community 1.0 Community and Entertainment 0.5 Community and Health 0.5 The World Around Us 1.0 Travel and Consumerism 0.5 Education and Environment 0.5 Lifestyle and Traditions 1.0 Festivals and Customs 0.5 Tradition and Culture 0.5 Implementation Guidelines Duration of units and available course patterns A standard 1.0 value unit is delivered over at least 55 hours and can be as long as 63 hours. To receive a course, students must complete at least the minimum number of hours and units over the whole minor, major, major/minor or double major – both requirements must be met. The number of units may vary according to the school timetable. Course Number of standard units to meet course requirements Minor Minimum of 2 units Major Minimum of 3.5 units Major Minor Minimum of 5.5 units Double Major Minimum of 7 units 6 Board Endorsed December 2014 Compulsory units Translation and literature are the compulsory units in this advanced Chinese course besides the topics of global issues listed in the “Integrated Themes” table on Page 9. Prerequisites for the course or units within the course Students entering an advanced language course should have reached an advanced level of spoken and written language. Normally they will be native speakers, having been educated through the language or lived for an extensive period in China, Taiwan, Hong Kong, Singapore and Malaysia. This course is a bi-lingual course and students are required to work in Mandarin and English. Arrangements for students continuing study in this course Students continuing with the Advanced Language course during the transition phase from year 11 to year 12 must not duplicate content that has been taught in the previous units. Duplication of Content Rules Students cannot be given credit towards the requirements for a Senior Secondary Certificate for a unit that significantly duplicates content in a unit studied in another course. The responsibility for preventing undesirable overlap of content studied by a student rests with the principal and the teacher delivering the course. Substantial overlap of content is not permitted and students will only be given credit for covering the content once. Duplication of Units Nil. Units from other courses There are no units from other courses available in this course. Relationship to other courses Refer to Integrated table (Appendix C) for relationship with other courses. Suggested Implementation Patterns All four themes must be covered for a major. Two themes are taught each year. Students can commence this course with The Individual’s Experience or The World Around Us to create a two year cycle. Implementation Pattern Units Involved The Individual’s Experience 1.0 The Individual and Family 0.5 The Individual and Surroundings 0.5 Society and Community 1.0 Community and Entertainment 0.5 Community and Health 0.5 The World Around Us 1.0 Travel and Consumerism 0.5 Education and Environment 0.5 Lifestyle and Traditions 1.0 Festivals and Customs 0.5 Traditions and Culture 0.5 The compulsory units outlined ensure that all students undertaking a T major or a T minor course will achieve the goals of the course. 7 Board Endorsed December 2014 Integrated Themes The Individual’s Experience Society and Community The World Around Us Lifestyle and Traditions Theme Advanced The individual and family Relationship & family issues Translation & Literature The individual and surroundings Future aspirations and career choices Economic development Translation & literature Community and entertainment Food and sports culture Music and arts Media and film studies Translation & literature Community and health Health and life style issues Medical systems Life education Translation and Literature Travel and consumerism Consumerism Travel destinations Tourism and hospitality Translation and literature Education and environment Educational systems Environmental issues Globalization Translation and Literature Festivals and customs Chinese philosophy & customs Australian history and Aboriginal culture Translation and literature Traditions and culture Cross-cultural communication Migration Multiculturalism Translation and literature Students completing a minor must have studied two of the themes above. 8 Board Endorsed December 2014 Subject Rationale Learning additional languages widens horizons, broadens cognitive and cultural experience, and develops communicative and intercultural competence. It also opens up new perspectives for learners, not only in relation to other cultures and languages, but also in terms of their own language and cultural practices. Learning the Chinese language strengthens intellectual and analytical capability and enhances creative and critical thinking. Students develop an understanding of the nature of the Chinese language (including linguistic and stylistic features), of culture, and of the process of communication. They develop understanding of how values and culture shape world view. Learning languages extends the learner’s understanding of themselves, their heritage, values, culture, and identity. Students develop intercultural capability; they develop understanding of, and respect for, diversity and difference, and openness to different perspectives and experiences. Learning languages contributes to strengthening the community’s social, economic, and international development capabilities. Students learn to reorganise their thinking to accommodate the structure of another language, they develop cognitive flexibility and problem-solving ability, which can be applied when problems and solutions are not evident, as well as when critical thinking and creative approaches are required. Learning languages requires and improves intellectual disciplines and systematic study habits. These habits are characterised by effective planning and organisation, incorporating processes of selfmanagement and self-monitoring. Goals This course should enable students to: enhance their capacity to communicate and interact effectively within and across languages and cultures, showing control over linguistic elements and an awareness of audience and purpose understand the interrelationship of language and culture, and the importance of intercultural competence acquire language learning strategies that can be applied in further studies expand their post school options and meet the growing needs of business and industry for language skills and intercultural understanding understand the variability of language use – how language changes with the context of situation and the context of culture (participants and their relationship, circumstances of communication) employ technology to enhance communication analyse and respond to literature and global issues in the Chinese language. 9 Board Endorsed December 2014 Literacy Students in this course will: Students are expected to acquire advanced reading and writing skills (e.g. skimming factual information, reading for enjoyment and writing various text types). In addition, students will develop critical literacy skills through higher level comprehension and thinking skills in this course. Numeracy Students in this course will: Following the ACT 2013 Language Course Framework, this course will enable students to acquire mathematical skills involving topics such as banking, travel, health and administration in both English and Chinese settings. Students apply numeracy skills when they use diagrams or graphs to support an idea, opinion or position, when creating texts, undertaking statistics and interacting in both Chinese and English. Student Group This Advanced Chinese Course is intended for students who have completed school years in Year 6 or three / four year studies in a secondary school in a Chinese-speaking region. Refer to the table in the languages eligibility enrolment form at www.bsss.act.edu.au/curriculum/courses/languages Content Students completing a major must have studied all of the following themes: the individual’s experience society and community the world around us lifestyle and traditions. Students completing a minor must have studied two of the themes above. For details, refer to the “Integrated Themes” table on page 8. Concepts and Knowledge Concepts and knowledge underpinning learning in the target language include: grammatical and systems knowledge (for example, phonology, graphology, vocabulary, morphology, syntax) textual knowledge (for example, cohesion and rhetorical organisation, text types) sociolinguistic knowledge and understanding (for example, varieties, registers, cultural references) cultural and intercultural knowledge and understanding (for example, how identity is constructed in intracultural and intercultural encounters and interactions) (iii) general knowledge such as concepts drawn from areas of interest to the learners as well as subject matter connected to learning areas across the curriculum. 10 Board Endorsed December 2014 Skills Skills developed in language learning include: higher order thinking skills including creating, synthesising, analysing, evaluating, interpreting, comparing and contrasting, explaining, elaborating, relating, judging, imagining, concluding, justifying, translating, connecting, engaging with multiple perspectives independent and collaborative learning problem solving strategies for decoding unfamiliar language intercultural sensitivity relationship between language and culture. negotiation of meaning through the use of language, questioning assumptions, noticing how interaction works and how meaning is exchanged interculturally listening, speaking, reading and writing skills in various combinations Teaching and Learning Strategies Teachers are encouraged to use teaching and learning strategies from quality teaching. Teaching strategies and assessment tasks should promote intellectual quality, establish a rich learning environment and generate relevant connections between learning and life experiences. Teaching strategies that are particularly relevant and effective in the study of Languages include, but are not limited to, the following techniques: Review prior learning communicative activities: recall, brainstorming, individual, pair and group work (e.g. think, pair, share) student reflection on relevant concepts and skills review of metalanguage Introduce new material setting the context (e.g. time, place, culture) exposure to quality visual imagery/materials through a variety of media Provide demonstration, guided practice and application teacher demonstration, modelling and joint construction scaffolding tasks to facilitate analysis of visual, spoken and written material including error recognition and correction strategies to access unfamiliar language sustained speaking and writing practice simulated real life and work scenarios engagement with guest speakers and demonstrators research strategies and time management 11 Board Endorsed December 2014 Promote independent practice and application production of sustained written and spoken texts manipulation of texts employing higher order thinking strategies problem-solving strategies workshop and peer review discussions, debates and student presentations practice and reinforcement of learning by way of written and oral reflection and evaluation regular and meaningful feedback Link to next task or skill area links with the wider communities through excursions and field trips cross curriculum activities For modified courses, teaching strategies should be underpinned by the principles of the Disability Discrimination Act and reflect contemporary pedagogical practices in meeting the needs of students with specific learning deficits or disabilities. Assessment The identification of assessment criteria and assessment tasks types and weightings provide a common and agreed basis for the collection of evidence of student achievement. Assessment Criteria (the dimensions of quality that teachers look for in evaluating student work) provide a common and agreed basis for judgement of performance against unit and course goals, within and across colleges. Over a course, teachers must use all of these criteria to assess students’ performance, but are not required to use all criteria on each task. Assessment criteria are to be used holistically on a given task and in determining the unit grade. Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the goals of a unit based on the assessment criteria. The Common Curriculum Elements (CCE) are a guide to developing assessment tasks that promote a range of thinking skills (see appendix B). It is highly desirable that assessment tasks engage students in demonstrating higher order thinking. Rubrics use the assessment criteria relevant for a particular task and can be used to assess a continuum that indicates levels of student performance against each criterion. Assessment Criteria Students will be assessed in speaking, writing and responding tasks on the degree to which they demonstrate: communicating understanding. 12 Board Endorsed December 2014 Guide to Assessment Task Types Strand Communicating Understanding Task Type Speaking Writing Responding Mandatory Items Unscripted interview/conversation in the target language, with teacher/native speaker comprised of unseen and open ended questions based on content covered in the unit presented on CD, DVD or USB Sustained writing in the target language, producing increasingly complex texts in class under test conditions in a minimum of 45 minutes in response to an unseen question or visual stimulus based on content covered in the unit Critical analysis through Listening AND reading tasks leading to increasingly sophisticated student responses in the target language and/or English* Over the course of two 0.5 units, both reading and listening must be assessed. Minimum time limit: 10 minutes Word limits as defined by the course. Refer to Additional Assessment Advice Suggested task: letter, newspaper article, critique, speech, poetry, essay *comprehensive testing of listening and reading skills are required 25% of the unit total mark 25% of the unit total mark Sustained writing piece in the target language may include: Close textual analysis of language: Must be one item with the minimum mandatory weighting as shown below Minimum for 25% of the unit total mark Mandatory Optional The following options must include unscripted questions by teachers and/or peers in the target language: Oral presentation Role-play Debate Interview Conversation Discussion Interpreting Weightings in A/T 1.0 Units 25-40% Weightings in A/T 0.5 Units 25-40% A text in a variety of genres Assignment under controlled conditions Short response to an unseen visual stimulus/statistics Survey Creative written production Essay Listening comprehension Reading comprehension Written/visual response to a variety of text types Creative response and written rationale Summary Short response Translation 25-40% 25-40% 60-75% Language courses at Advanced level should enable students to analyse and respond to literature and global issues in the target language. This includes translation tests relevant to the context of a unit. 13 Board Endorsed December 2014 Assessment Requirements The Mandatory task must be one item with the minimum mandatory weighting as shown above. No assessment item may be less than 10% In a 0.5 unit: Speaking task type must be included. Writing and Responding may be incorporated into the one assessment task with similar relative weighting to the 1.0 unit. Speaking Mandatory unscripted interview/conversation task. The following optional tasks must be weighted less than the mandatory unscripted interview: Seminar, Oral presentation, Debate Responding Responding comprises both listening and reading task types and may include the use of texts with a visual component such as video or multi-media. Over a standard unit, 1.0 or two half standard 0.5unit ,students should be assessed on both translation and literature. Over a half standard 0.5 unit students could be assessed either translation or literature; or in a combined test item including both translation and literature. The complexity of the target language in the stimulus material and the response required should reflect the level of the course. The instructions given to students to perform the task should also reflect the level of the course. A responding task can be either a response task to a literature work or a response to an unseen reading reflecting the course level and topics, or a response to a visual component (e.g. a film, a documentary movie, television programs). In a translation task, the text given to translate (paragraphs or an article either in English or in Chinese) should be work of native speakers. It is academically acceptable to give the native-speaking Chinese students translation tasks from English to Chinese or from Chinese to English. The instruction language is bilingual in both Chinese and English (in translation lessons) in Advanced Chinese classes. In Responding Task types (which must include both Reading and Listening in a 1.0 unit) in the Advanced Course the mandatory item could be: Translation and literary response as one item with weighting 25% OR Translation or literary response as one item with weighting 25% OR Response to stimulus as one item with weighting 25%. 14 Board Endorsed December 2014 Additional Assessment Advice for Courses For a standard unit (1.0), students must complete a minimum of three assessment tasks and a maximum of five. For a half standard unit (0.5), students must complete a minimum of two and a maximum of three assessment tasks. Each standard (1.0) or half standard (0.5) unit must assess all Mandatory items. In a 0.5 unit, a speaking task type must be included. Writing and responding may be incorporated into one assessment task with similar relevant weighting to the 1.0 unit. Every task must enable students to demonstrate higher order thinking skills. The Mandatory items must be one item with the minimum mandatory weighting as shown above. The complexity of the target language in the stimulus material and the response required should reflect the level of the course. No assessment item may be less than 10%. It is recommended that students be provided with a choice of questions from which they select one for sustained writing. It is recommended that students produce a variety of text types over a course of study. Suggested Assessment Requirements TASK Advanced Chinese (Students graduating from a primary school or a junior high school where Chinese is the native language) Oral tests Interview: Minimum 10 minutes Oral presentation: Minimum 8-10 minutes Debate: 5 or 8 minutes Responding tests Translation: 10% - 25% in a responding test. In a combined responding test, it may consist of 10% translation and 15% written literary response. Translation or a literary response can be given as one test item to a maximum of 25% Responding tests Responding in-class: A written response test can be given as one test item to maximum of 25% (400-500 characters). In a combined responding test, it may consist of 15% written response and 10% translation. Writing Tests In-class essay: 1 hour or 1.5 hours: 500 - 600 Characters 2 hours: 700 - 800 Characters For accredited courses, teachers may adjust minimum time and word limits according to the task and class context. This applies to reading, writing, speaking and listening tasks. 15 Board Endorsed December 2014 Board Recommendations The Board recommends 3 - 5 assessment tasks per standard unit (1.0) and 2 - 3 per half standard unit (0.5). Approaches to Assessment As it is prescribed in the Languages Course Framework 2013, the assessment criteria and assessment task types and weightings provide a common and agreed basis for the collection of evidence of student achievement. Assessment Criteria are the dimensions of quality that teachers look for in evaluating student work. Teachers use the assessment criteria to assess students’ performance. Assessment Tasks elicit responses that demonstrate the degree to which students have achieved the goals of a unit based on the assessment criteria. The assessment tasks should engage students in demonstrating higher order thinking. Representation of General Capabilities Literacy: In terms of the Languages Course Framework 2013, learning languages is valued in developing overall literacy. Capabilities are transferable across languages (for example, the language being learnt and the learner’s first language), across domains of use (for example, the academic domain and the domains of home language use), and across learning areas. Learning language provides students with additional literacy experiences. It strengthens language awareness and helps to develop a metalanguage, a language for thinking and talking about how language works. This Advanced Chinese Course will enable students to acquire analytical and higher order thinking skills. Reading involves a variety of themes and selected works of literature. Writing tasks will focus on writing of different text types (e.g. narrative, persuasive and argumentative essays, more is shown in the table of text types). Numeracy: As it is advised by the Languages Course Framework 2013, students use and understand pattern, order and relationships, and develop understanding of concepts such as time, number and space in different cultures, as expressed through language. Students become familiar with numbers and terms for mathematical operations in the target Language (in English as in Advanced Chinese Course). Students apply numeracy skills when they use tables or graphs to support an idea, opinion, or position when creating texts and interacting in both Chinese and English. Information and communication technology (ICT) capability Students will be encouraged to use a wide range of information technologies in order to access and evaluate information. Multimedia, such as CDs, DVD, videos, power-point presentations, internet and intranet, and other technologies will be used to support creative activities. Critical and creative thinking Students of Chinese will develop their creative and research skills throughout the course. The ability to question, reflect, understand and apply different thinking strategies will be encouraged through various activities in discussion, responding and written tasks. Personal and social capability Tasks that students undertake will assist them to develop their analytical and higher order thinking skills in Chinese. Oral activities will enhance their ability to communicate across Chinese language and culture, and further develop their understanding of purpose and context. 16 Board Endorsed December 2014 Ethical behaviour Study and analysis of global issues and literature works will raise an awareness of students’ cultural sensitivity and relationship between language and society. Tasks that students undertake will encourage them to critically examine their own values and beliefs and those of others by comparison of different ways of thinking in Chinese and English speaking communities. Intercultural understanding This Advanced Chinese Course will promote cross-cultural understanding through the themes involved. Students will have the opportunity to discuss the differences between Chinese and Englishspeaking communities, seeing that a different culture may have different ways of thinking. Higher order thinking is promoted in intercultural understanding. Collaborative team members Students will have the opportunity to contribute to group work in discussion, seminar and viewing tasks. Through these activities they will enable to foster cooperation and respect for others within the group. Representation of Cross-curriculum Aboriginal and Torres Strait Islander histories and cultures: The texts of Aboriginal culture are given in the unit of “Lifestyle and traditions” in this Advanced Chinese Course. Asia and Australia’s engagement with Asia Besides Chinese traditions and culture, Australian history and culture elements should be reflected in the Advanced Chinese Course involving themes of Australian settings and daily life situations. Sustainability The Advanced Chinese Course will promote an awareness of environmental issues through the responsible use and reuse of resources. Students will have the opportunity to explore social and environmental issues through texts studied. Unit Grades Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the assessment criteria, over a unit of work in this subject. Grades are organized on an A-E basis and represent standards of achievement. Grades are awarded on the proviso that the assessment requirements have been met. When allocating grades, teachers will consider the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame. The following descriptors are consistent with the system grade descriptors, which describe generic standards of student achievement across all courses. 17 Ready for CAC – November 2013 Communicating Understanding Unit Grade Descriptors for Advanced T Courses – Year 12 A student who achieves an A grade typically critically analyses particular linguistic, cultural and stylistic features of authentic texts A student who achieves a B grade typically analyses particular linguistic, cultural and stylistic features of authentic texts A student who achieves a C grade typically explains some linguistic, cultural and stylistic features of authentic texts A student who achieves a D grade typically describes linguistic, cultural and stylistic features of authentic texts A student who achieves an E grade typically identifies some linguistic, cultural and stylistic features of authentic texts evaluates language and culture in a wide range of authentic and unfamiliar contexts analyses language and culture in range of authentic and unfamiliar contexts explains language and culture in a range of authentic and unfamiliar contexts describes some language and culture in authentic and unfamiliar contexts identifies some features of language and culture in authentic and unfamiliar contexts analyses and synthesises complex interconnections between own values, beliefs, practices, and ideas represented or expressed in authentic and/ or extended texts explains and compares and contrasts complex interconnections between own values, beliefs, practices, and ideas represented or expressed in authentic and/ or extended texts explains interconnections between own values, beliefs, practices, and ideas represented or expressed in authentic and/ or extended texts describes interconnections between own beliefs, practices, and ideas represented or expressed in authentic and/ or extended texts identifies some interconnections between own beliefs, practices, and ideas represented or expressed in authentic and/ or extended texts evaluates concepts and perspectives represented in a range of texts from literature and the media analyses concepts and perspectives represented in texts from literature and the media explains concepts and perspectives represented in texts from literature and the media describes concepts and perspectives represented in texts from literature and the media identifies concepts and perspectives represented in texts from literature and the media creates insightful texts displaying independence, depth and breadth in the treatment of the topic, substantiates decisions and constructs conclusions creates complex texts displaying breadth and some depth and independence in the treatment of the topic and constructs conclusions creates texts displaying breadth in the treatment of the topic and constructs conclusions creates texts displaying some breadth in the treatment of the topic and constructs conclusions creates texts displaying some knowledge of the topic displays clear and thorough knowledge and understanding of the target language as a system and responds with a high degree of confidence and sensitivity displays thorough knowledge and understanding of the target language as a system and responds appropriately and with a good degree of confidence and sensitivity displays knowledge and understanding of the target language as a system and responds with confidence and sensitivity displays knowledge of the target language and responds with some confidence and/ or sensitivity displays little or no confidence and/ or sensitivity in responses to knowledge of the target language applies to a high degree conventions of texts and takes risks to represent ideas and experiences appropriate to audience and purpose applies conventions of texts and takes some risks to represent ideas and experiences appropriate to audience and purpose applies conventions of texts to represent experiences appropriate to audience and purpose applies some conventions of texts to represent experiences appropriate to audience and purpose applies few conventions of texts to represent experiences appropriate to audience and purpose displays versatility and accurate language use, clarity of expression and a wide range of vocabulary and grammar both orally and in writing displays a degree of versatility and accurate language use and a wide range of vocabulary and grammar both orally and in writing displays some versatility and accurate language use and a range of vocabulary and grammar both orally and in writing displays a range of vocabulary and uses grammar with some accuracy both orally and in writing in a sustained text displays a range of vocabulary and uses grammar with limited accuracy both orally and in writing in disjointed texts 18 Ready for CAC – November 2013 Unit Grade Descriptors for Advanced T Courses – Year 11 Communicating Understanding A student who achieves an A grade typically analyses particular linguistic, cultural and stylistic features of authentic texts A student who achieves a B grade typically A student who achieves a C grade typically A student who achieves a D grade typically identifies some linguistic, cultural and stylistic features of authentic texts A student who achieves an E grade typically identifies some linguistic, and cultural features of authentic texts explains some linguistic, cultural and stylistic features of authentic texts describes linguistic, cultural and stylistic features of authentic texts analyses language and culture in range of authentic and unfamiliar contexts explains language and culture in a range of authentic and unfamiliar contexts describes some language and culture in authentic and unfamiliar contexts identifies some features of language and culture in authentic and unfamiliar contexts identifies few or no features of language and culture in authentic and unfamiliar contexts explains or compares and contrasts complex interconnections between own values, beliefs, practices, and ideas represented or expressed in authentic and/ or extended texts explains interconnections between own values, beliefs, practices, and ideas represented or expressed in authentic and/ or extended texts describes interconnections between own beliefs, practices, and ideas represented or expressed in authentic and/ or extended texts identifies some interconnections between own beliefs, practices, and ideas represented or expressed in authentic and/ or extended texts identifies few or no interconnections between own beliefs, practices, and ideas represented or expressed in authentic and/ or extended texts analyses concepts and perspectives represented in texts from literature and the media explains concepts and perspectives represented in texts from literature and the media describes concepts and perspectives represented in texts from literature and the media identifies some concepts and perspectives represented in texts from literature and the media identifies few or no concepts and perspectives represented in texts from literature and the media creates texts displaying independence, depth and breadth in the treatment of the topic, substantiates decisions and constructs conclusions creates complex texts displaying breadth and some depth and independence in the treatment of the topic and constructs conclusions creates texts displaying breadth in the treatment of the topic and constructs conclusions creates texts displaying some breadth in the treatment of the topic and constructs conclusions creates texts displaying some knowledge of the topic displays thorough knowledge and understanding of the target language as a system and responds with sustained confidence and sensitivity displays thorough knowledge and understanding of the target language as a system and responds with examples of sustained confidence and sensitivity displays knowledge and understanding of the target language as a system and responds with occasional confidence and sensitivity displays knowledge of the target language; however lacks confidence and/ or sensitivity in responses displays little or no confidence or sensitivity in responses to knowledge of the target language applies to a high degree conventions of texts and takes risks to represent ideas and experiences appropriate to audience and purpose applies conventions of texts and takes some risks to represent ideas and experiences appropriate to audience and purpose applies conventions of texts to represent experiences appropriate to audience and purpose applies some conventions of texts to represent experiences appropriate to audience and purpose applies few conventions of texts to represent experiences appropriate to audience and purpose. displays versatility and accurate language use, clarity of expression and a wide range of vocabulary and grammar both orally and in writing displays a degree of versatility and accurate language use and a wide range of vocabulary and grammar both orally and in writing displays some versatility and accurate language use and a range of vocabulary and grammar both orally and in writing displays a range of vocabulary and uses grammar with some accuracy both orally and in writing in a sustained text displays a range of vocabulary and uses grammar with limited accuracy both orally and in writing in disjointed texts 19 Board Endorsed December 2014 Moderation Moderation is a system designed and implemented to: provide comparability in the system of school-based assessment form the basis for valid and reliable assessment in senior secondary schools involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership maintain the quality of school-based assessment and the credibility, validity and acceptability of Board certificates. Moderation commences within individual colleges. Teachers develop assessment programs and instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking or grading of individual assessment instruments and unit grade decisions. The Moderation Model Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all accredited courses, as well as statistical moderation of course scores, including small group procedures, for T courses. Moderation by Structured, Consensus-based Peer Review Review is a subcategory of moderation, comprising the review of standards and the validation of Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer review against system wide criteria and standards. This is done by matching student performance with the criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments. Preparation for Structured, Consensus-based Peer Review Each year, teachers teaching a Year 11 class are asked to retain originals or copies of student work completed in Semester 2. Similarly, teachers teaching a Year 12 class should retain originals or copies of student work completed in Semester 1. Assessment and other documentation required by the Office of the Board of Senior Secondary Studies should also be kept. Year 11 work from Semester 2 of the previous year is presented for review at Moderation Day 1 in March, and Year 12 work from Semester 1 is presented for review at Moderation Day 2 in August. In the lead up to Moderation Day, a College Course Presentation (comprised of a document folder and a set of student portfolios) is prepared for each A, M and T course/units offered by the school, and is sent in to the Office of the Board of Senior Secondary Studies. The College Course Presentation The package of materials (College Course Presentation) presented by a college for review on moderation days in each course area will comprise the following: a folder containing supporting documentation as requested by the Office of the Board through memoranda to colleges a set of student portfolios containing marked and/or graded written and non-written assessment responses and completed criteria and standards feedback forms. Evidence of all assessment responses on which the unit grade decision has been made is to be included in the student review portfolios. 20 Board Endorsed December 2014 Specific requirements for subject areas and types of evidence to be presented for each Moderation Day will be outlined by the Board Secretariat through memoranda and Information Papers. Visual evidence for judgements made about practical performances (also refer to BSSS Website Guidelines) It is a requirement that schools’ judgements of standards to the mandatory, oral assessment item (A/T/M) be supported by auditory evidence as a minimum requirement (refer to Guide to Assessment Task Types table, page 13). All other practical performances may be supported by visual evidence (still photos or video). Teachers should consult the BSSS guidelines at http://www.bsss.act.edu.au/grade_moderation/information_for_teachers when preparing photographic evidence. Resources Textbooks Cao, Wei-Dong, editor-in-cheif 曹卫东主编 ， 2007. Chinese Literature 彩图版《中国文学》， 海 潮出版社， Beijing. Ha, Wei & Xu, Jixing, 2005. 《我的母语》- My Mother Tongue, Thomson & Nelson, Melbourne. Ha Wei & Xu, Jixing, 2006. Workbook: 《我的母语》- My Mother Tongue, Thomas & Nelson, Melbourne. Ha, Wei & Xu, Jixing, 2006. Teacher Resource Book: 《我的母语》- My Mother Tongue, Thomas Nelson, Melbourne. Luo, Y M, 1996. Chinese Literature History, Book 1-3, Fudan University Press, Shanghai. Song L Y, 2001. Chinese Reading & Writing Course, Beijing Foreign Languages Press, Beijing. Xie, Mian & Hong, Zi-Cheng, 谢冕，洪子诚， 2002.《中国当代文学》作品选 - Selected Works of Contemporary Chinese Literature 1949-1999, Peking University Press, Beijing. Wang, Hai-Ling 王海龙，2002.《应用汉语读写教程》， Peking University, Beijing. Xu, Z C, 1998. 古汉语课本 Classical Chinese Text Book 1-3, Foreign Language Press, Beijing. Books Albom, Mitch, 2002. Tuesdays with Morries, 《相约星期二》, Crown Publishing, USA. Chen, Tianshun et al 陈天顺，朱彤，徐燕军编著，2002. Hanyu Yuedu Jiaocheng, Grade 2, Chinese Reading Course Book 1, 《汉语阅读教程》(大学留学生课程), 二年级第一册，Beijing Language and Culture University 北京语言与文化出版社 , Beijing. Cheng, Ai Xue, Li, Kui & Wang, Chun Jian 总主编： 程爱学，李魁，王春剑，2000. 《广告写作》，珠海出版社，Zhuhai.ISBN 7-80607-687-5/H.2. De Botton, Alain, 2002 The Travel of Art, 《旅行的艺术》,Hamilton, England. Du, Xue-Zeng 杜学增，2000. “Australian Language and Culture”《澳大利亚语言与文化》， 外语 教学与研究出版社，Beijing. Ai, Qing 艾青， 2006. 《艾青精选集》，北京燕山出版社，Beijing. Feng, G L, 1991. The Chinese Literature History, The People’s Press, Beijing. 21 Board Endorsed December 2014 Feng, S J, 1990. Classical Chinese, Sinolinguo, Beijing. Hall, M.C., 1997. Introduction to Tourism in Australia, South Melbourne, Wesley Longman Australia Pty. Ltd, Melbourne. Han, Jiantang 韩鉴堂编著，2004. China’s Cultural Heritage，《中国文化》， 北语对外汉语精版 教材 Beijing Language and Culture University Press 北京语言大学出版社，Beijing. Huang, Yuanshen & Peng, Qinglong, 2006. A Concise History of Australian Literature, Shanghai Foreign Language Education Press, Shanghai. Kok, Lim Li, 2006. Chinese History, Ancient China to 1911, Asiapac Books. Huang, Weizhi， 黄为之主编，editor-in-chief, 2007. Business Chinese Conversation [Advanced] (Chinese and English versions), Book 1-2 (汉英对照)《经贸高级汉语口语》，上、下册，北京语言 大学出版社 Beijing Language and Culture University Press, Beijing. Kristoff, H D & Wudunn S, 1994. China wakes, Nicholas Brealey Publisher, London. Kwok, M H, 1990. Chinese Myths & Legends, Arrow Books, London. Li, Changlei 李常磊，2004. Adaliya Wenhua Bolan - A Guide to Australian Culture《澳大利亚文化博 览》，Shijie Tushu Chubanshe, 世界图书出版社.Beijing. Liu, Qian Gong 刘谦功，1999. Hua Shuo Jinri Zhongguo《话说今日中国》， Peking University Press 北京大学出版社 Beijing. Liu, Ze Peng, editor-in-chief 刘泽彭主编，2006. “Common Knowledge About Chinese History” (Bilingual), 《中国历史常识》 (汉英对照)，Overseas Chinese Affairs Office of the State Council, the Office of Chinese Language International 高等教育出版社，国务院侨务办公室，国家汉语国际推 广领导小组办公室，Higher Education Press， Beijing. Liu, Ze Peng, editor-in-chief,刘泽彭主编, 2006. “Common Knowledge About Chinese Geography” 《中国地理常识》 (Bilingual) (汉英对照)，Overseas Chinese Affairs Office of the State Council, the Office of Chinese Language International, 国务院侨务办公室，国家汉语国际推广领导小组办公室， Higher Education Press 高等教育出版社, Beijing. Liu, Peng-Ze 刘泽彭主编，2006. Common Knowledge About Chinese Culture (Bilingual), 《中国文化 常识》(汉英对照)，国务院侨务办公室，国家汉语国际推广领导小组办公室，Hanban, Higher Education Press 高等教育出版社, Beijing. Hu, Wenzong & Du, Xuezeng 胡文仲主编， 杜学增著，1999. Comparison of Chinese and English Cultures《中英文化习俗比较》, Foreign Language Teaching and Learning, Beijing. 顾嘉组等编，1990.《语言与文化》，Shanghai Foreign Language Education Press 上海外语教育 出版社, Shanghai. Peng, Ruiqing, Wang, Shi-Xun & Liu Qiangong 彭瑞情，王世巽，刘谦功 编， 1999. Grade 3 – Book 2, Baokan Yuedu Jiaocheng - Newspaper Reading Course, (大学留学生课程), 三年级教材，《报刊 阅读教程》，下册，Beijing Yuyan Daxue Chubanshe 北京语言大学出版社，Beijing. Mao, San 三毛 , 2011. 《三毛全集》， 北京出版集团公司 , Beijing. Mo, Yan, 2012. 中国首位诺贝尔文学奖得主莫言代表作，《红高粱家族》， 《檀香刑》，《生 死疲劳》，《红树林》，《食草家族》，《酒国》， 《蛙》， 作家出版社，Beijing. Patrick, C.L. Heaven, 1997. Contemporary Adolescene, Macmillan Education Australia Pty Ltd., Melbourne. 22 Board Endorsed December 2014 Sandel, Michael, Translated by Deng, Zhenglai, 2012. Why money can’t buy – The moral limits of markets《金钱不能买什么》金钱与公证的正面交锋， 中信出版社 China Citic Press, Beijing. Shen, Zhijun & Gao Dian 沈治钧，高典编，2003 and 2005. Zhongguo Shehui Gailan, Beijing Language and Culture University, Book 1-2《中国社会概览》，报刊阅读教程，三年级教材, 上册； 下册， 北京语言大学出版社，Beijing. Xu, Xinhai 许新海，2006. Aozhong Jiaoyu Yu Kecheng Kua Wenhua Bijiao, Cross-cultural Comparison of Australian and Chinese Education and Course 《澳中教育与课程教程跨文化比较》，福建教育 出版社，Fujian Education Publication House, Fuzhou. Wang, Shi-Xun, Liu, Qiangong & Peng, Ruiqing, 王世巽，刘谦功, 彭瑞情编 1999. Grade 3 - Book 1, Baokan Yuedu Jiaocheng, Newspaper Reading Course, (大学留学生课程),《报刊阅读教程》，三年 级教材，上册，Beijing Language and Culture University 北京语言大学出版社， Beijing. Wang, Hailong 王海龙，2002.Zhongguo Wenhua Yuedu Jiaochen I - Cultural Interpretations of China 《中国文化阅读教程 I - 文化中国》，Peking University 北京大学出版社，Beijing, pp83-120：传 统中国家庭. Wu, Tong Yun editor-in-chief 吴铜运主编 2006. 《高中文言文 － 译注及赏析》长春出版社， Chuangchun. ISBN 7-80604-287-3. Zhang, Qiu Sheng 张秋生 1998. A History of the Chinese Emigrants to Australia 《澳大利亚华人华侨史》外语教学与研究出版社, Beijing. ISBN 9-787560-015392. Zhu,Fayuan, Wu, Daivd, Xia, Hanning, Brad Goldhorn, editor-in-chief 主编：朱法元 吴琦幸 夏汉宁 高汉；translated by Wu, Ke, Yuan Zhi Mei, Lin, Ying, Yuan Zhen, You, Jia Juan & Li Jian 翻译：吴可 袁志美 林颖 袁真 尤佳娟 李健 2010. Fundamentals of Chinese Culture《中国文化 ABC 》江西人民出版社 Jianxi People’Publishing House, 南昌市.ISBN 978-7-210-04589-2. Zhang, Ying & Jin, 2003. Shunian, Zhongguo Chuantong Wenhua Yu Xiandai Shenghuo-Chinese Traditional Culture and Modern Life 《中国传统文化与现代生活》, Peking University Press, Beijing. Translation Alexander, L. G., He, Qixin 2002. New Concept English 1-4 (New Edition), Foreign language Teaching and Research Press, Beijing Alexander, L. G., Kingsbury, Roy, He, Qixin 2002. New Concept English 1-4 (Workbook) (New Edition), Foreign language Teaching and Research Press, Beijing. Alexander, L. G., Kingsbury, Roy, He, Qixin 2002, New Concept English 1 (Teacher’s Book) (New Edition), Foreign language Teaching and Research Press, Beijing. Du, Yulan Du & Xiong, Wenhua 杜玉兰主编，2001. Grade 1-4, Book 2-4, (大学留学生课程)，一年 级到四年级教材， Yinghan Fanyi Jiaocheng, Translation Course Between English and Chinese《英 汉翻译教程》，Language and Culture University 北京语言大学出版社，Beijing. YeMah, Adeline 1997, Falling Leaves Return to Their Roots, Penguin Books, Australia. Zheng, Nian 1987, Life and Deth in Shanghai, Grafton Books, London. Dictionaries 1. Oxford Advanced Learner’s English-Chinese Dictionary (6th edition)《牛津高级英汉双解词典》第 六版,2005. Oxford University Press, the Commercial Press, Beijing. 2.New Age Chinese – English Dictionary, editors in chief: Wu, Jing Rong, and Cheng, Zhen Qiu, 2001. The Commercial Press, Beijing. 23 Board Endorsed December 2014 3. An Advanced English-Chinese Dictionary《高级英汉词典》, 2003. Foreign Language Teaching and Research Press 外语教学与研究出版社, Beijing. 4. Xinghua Dictionary with English Translation 汉英双解 (汉英对照)《新华字典》，2003. the Commercial Press International Co., LTD 商务印书馆国际有限公司, Beijing. 5.《现代汉语词典》第 5 版，2006. 中国社会科学院语言研究所词典编辑室编， 商务印书馆，Beijing. 6.《汉语成语词典》(修订本)，2000.上海教育出版社，Shanghai. Audio Visual Materials Ha, Wei & Xu, Ji Xing,2005.My Mother Tongue《我的母语》CD ROM, Thomson Nelson, Melbourne. Websites 多维新闻网 http://www.dwnews.com/big5/ 多维博克 http://blog.dwnews.com/index.html 环球在线 http://www.edu24ol.com/ 光明日报 http://www.guangming.com.my/ 人民日报 https://www.google.com.au 人民文学出版社 http://www.rw-cn.com/templet/renwen/ 人民网 http://www.people.com.cn/ 新华网 http://www.xinhuanet.com/ 凤凰网 http://www.ifeng.com/ 世界日报 http://www.worldjournal.com/ The China Post http://www.chinapost.com.tw Chinese Newspapers http://www.world-newspapers.com/china.html ABC News http://www.abc.net.au/news China on Yahoo http://news.yahoo.com/i/2184 中国翻译协会 http://www.tac-online.org.cn/ 译翻天 http://www.21se.cn/21zhidao/ 译心译意 http://www.1x1y.com.cn/index.html 好作家 http://www.haozuojia.com http://www.edb.gov.hk/tc/curriculum-development/4-key-tasks/moral-civic/life-education.html 生命教育 http://life.cpshs.hcc.edu.tw/bin/home.php 生命教育网 http://www.zgsmjy.com/ 中国生命教育网 译言网 http://www.yeeyan.org/ 24 Board Endorsed December 2014 Physical Resources video equipment film and slide projection overhead projectors access to computers and the internet CD and DVD players Proposed Evaluation Procedures Course evaluation will be a continuous process. Teachers will meet regularly to discuss the content of the course and any requirements for modification of activities, teaching strategies and assessment instruments. The current trends and innovations in the teaching of Advanced Chinese Course will be considered as teachers attend workshops, seminars and participate in discussion groups with other teachers such as on Moderation Day. Teachers will monitor student performance and progress and student responses to various teaching, learning and assessment strategies. Students and teachers will complete evaluation questionnaires at the end of each unit. The results of these will be collated and reviewed from year to year. There will also be a continuous monitoring of student numbers between Years 11 and 12. Informal discussions between teachers and students, past students, parents and other teachers will contribute to the evaluation of the course. In the process of evaluation; students, teachers and others should, as appropriate, consider: Are the course and Course Framework still consistent? Were the goals achieved? Was the course content appropriate? Were the teaching strategies used successful? Was the assessment program appropriate? Have the needs of the students been met? Was the course relevant? How many students completed the course in each of the years of accreditation? 25 Board Endorsed December 2014 The Individual’s Experience Value 1.0 This unit combines The Individual and Family 0.5 with The Individual and Surroundings 0.5. In a threesession college, a 0.5 unit can be used as a one-session unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late or early exit in a semester. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills critically analyse relationship issues apply conventional and new ideas to familiar and unfamiliar situations in relationship with family members, friends, classmates and people in general analyse and predict career choices, recognise and assess the opportunities of the current job market in China and Australia investigate/observe and evaluate the economic reform and development in China develop their translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of the Individual and Family, students will reflect on and discuss relationships and interaction with parents, friends and people in general. They will study characters and sort out relationship problems. They will consider ideas related to love and marriage, and gender identity. They will consider issues related to community services and their vision of themselves as members of society. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. In the unit of the Individual and Surroundings students will also reflect on and discuss aspirations, future directions, personal career paths and economic changes in industrialised society, and social skills they need to acquire. They will consider issues related to the workforce and political changes in the world. They will consider issues related to job choices, study and discuss their vision of the world in the future. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Relating and interacting with others Parents and children Love and marriage Relationships and problems 26 Board Endorsed December 2014 Community Services (e.g. help line, overcoming personal crisis) Harmony Gender identity Changes of gender issues in the working environment Future aspirations Role models Job markets in China and Australia Career choice The world of work: Changes in the work force and in society, and changes in the family as a consequence of globalisation and changes in the workforce Economic reform and development in China Practice of translation skills Literary works related to the above topics Teaching and Learning Strategies Refer to page 11. Suggested theme-related strategies: Refer to the list 0.5 units, The Individual and Family, The Individual and Surroundings. Assessment Refer to page 12. Suggested Assessment Tasks: Refer to the list in 0.5 units, The Individual and Family, The Individual and Surroundings. General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Ethical behaviour Intercultural understanding Collaborative team members Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Resources Refer to pages 21-24. 27 Board Endorsed December 2014 The Individual and Family Value: 0.5 This half unit (0.5) combines with The Individual and Surroundings to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester. In a threesession college, a 0.5 unit can be used as a one-session unit. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills critically analyse relationship issues apply conventional and new ideas to familiar and unfamiliar situations in relationship with family members, friends, classmates and people in general develop their translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of the Individual and Family, students will reflect on and discuss relationships and interaction with parents, friends and people in general. They will study characters and sort out relationship problems. They will consider ideas related to love and marriage, and gender identity. They will consider issues related to community services and their vision of themselves as members of society. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Relating and interacting with others Parents and children Love and marriage Relationships and problems Community Services (e.g. help line, overcoming personal crisis) Harmony Gender identity Change of gender issues in the working environment Translation 28 Board Endorsed December 2014 Literary works related to the above topics Teaching and Learning Strategies Refer to page 11. Assessment Refer to page 12. General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Ethical behaviour Intercultural understanding Collaborative team members Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Resources Refer to pages 21-24. Specific Unit Resources Cao, Xueqin & Gao， E, Translated by Xianyi Yang & Gladys Yang, Library of Chinese Classics, ChineseEnglish Volume 1-6: 《红楼梦》，Hong Lou Meng - A Dream of Red Mansions, Foreign Language Press, Hunan Renmin Chubanshe, Waiwen Chubanshe, Changsha, Beijing, 1999. Chen, Tian Shun, Zhu, Tong, & XU, Yan Jun 陈田顺，朱彤，徐燕军编著，2002. Hanyu Yuedu Jiaocheng《汉语阅读教程》，Book 1 上册，北京语言与文化出版社，pp 72-75: relation; pp75-76: 说明文; p141: Narrative 记叙文 and p299, p314: 小说 novel. Cao, Libo 曹立波, 2007. Honglou Shier Chai Pinzhuan《红楼梦十二钗评传》, Qinghua University Press 清华大学出版社, Beijing. Feng, Qinghua et al, 冯庆华主编，2006. On the Translation of Hong Lou Meng《红楼梦翻译艺术研 究》，Shanghai Foreign Language Education Press 上海外语教育出版社，Shanghai. Ha, Wei & Xu, Ji Xing, My Mother Tongue《我的母语》， 2005. Thomson Nelson, Melbourne， pp: 83-92, 16-27：教育与人生， pp2-13：民族的记忆； pp 29-41：家庭变迁；pp69-81：女性话题。 Ha Wei & Jixing Xu, 2006.Teacher Resource Book: 《我的母语》My Mother Tongue, Thomas Nelson, Melbourne. Liu, Qian Gong 刘谦功，Hua Shuo Jinri Zhongguo《话说今日中国》1999. Peking University Press 北京大学出版社， pp 13-26： 父母与孩子；pp 179-191：婚姻；170-178： 职业；pp 227-240： 留住历史。 29 Board Endorsed December 2014 Liu Xun et al, 2006 (7th edition). New Practical Chinese Reader Textbook 2 Attached with DVD, Beijing Language and Culture University Press, Beijing, p175: The Romance in “A Dream of the Red Mansions”. Wang, Hai Long 王海龙，2002. Chinese culture reading course – Cultura China《中国文化阅读教程 I - 文化中国》，Peking University Press 北京大学出版社, Beijing, pp83-125： Chinese family 中国 家庭. Wang, Meng 王蒙，2005. Honglou Qishi Lu《红楼启示录》，Shenghuo-Dushu-Xinzhi Sanlian Publication House 生活-新知-三联书店出版发行，Beijing. Zhang, Xiao Jun 张晓君, 2005, Where has love gong, the Best Publisher, Canberra. Zhou, Siyuan, 2005. 周思源，2005. Overview of “The Dreams of Red Mansions”《看红楼》， Zhonghua Shuju 中华书局，Beijing. Translation Du, Yulan Du & Xiong, Wenhua 杜玉兰主编，2001. Grade 1-4, Book 2-4, (大学留学生课程) 一年级 到四年级教材， Yinghan Fanyi Jiaocheng, Translation Course Between English and Chinese《英汉 翻译教程》，Language and Culture University 北京语言大学出版社，Beijing. Works of Literature Ai, Qing 艾青， 2006. 《艾青精选集》，北京燕山出版社，Beijing. Bronte, Charlotte 夏洛蒂- 勃朗特， British Literature 英国文学作品 - 《简爱》Jane Eyre. Cheng, Nian, 1987.《生与死》- Life and Death in Shanghai (English version), CraftonBooks, London. Cao, Xue Qin & Gao, E [清]曹学芹，高鹗，1997. A Dream of Red Mansions《红楼梦》，浙江古籍 出版社，Zhejian Gu Chubanshe, Hangzhou. David S. Landes 著，2007.《国富国穷》- The Wealth and Poverty of Nations (门洪华 等译)，新华 出版社，Beijing. Li, Chun Xin, Translated by Wang Xiao Yu, 2003. Mao’s Last Dancer 《舞遍全球》， 文艺出版社， Shanghai. Francis Scott Fitzgerald, 1926.The Great Gatsby 《了不起的盖茨比》Translated by Zhao, Jin 赵槿 2013， 湖南文艺出版社，Changsha. ISBN: 978-7-5404-6377-9. Qian, Zhong-Shu 钱钟书 1991. Enclosed cities《围城》，People’s Literature Publication House 人民 文学出版社，Beijing. Mo, Yan, 2012. 中国首位诺贝尔文学奖得主莫言代表作:《红高粱家族》， 《檀香刑》，《生死 疲劳》，《红树林》，《食草家族》，《酒国》， 《蛙》， 作家出版社，Beijing. Robert Macklin, 2007. Kevin Rudd – The Biography, Penguin.Australia. Shakespeare Classics, 1994. Bilingual,Hamlet 英国文学作品：莎士比亚 《哈姆雷特》( Translated by Haosheng Zhu 朱生豪译)，The International Broadcasting Publication House of China 中国国际 广播出版社，Beijing. Shakespeare Classics， 2006. Romeo and Juliet 英国文学作品：莎士比亚 《罗密欧与朱丽叶》(朱 生豪译), Renmin Wenxue Chu banshee 人民文学出版社，Beijing. 罗伯特、麦克林著，毕熙燕译，《会说汉语的澳大利亚总理陆克文传》, 福建教育出版社，福 州，2008. Wang, Yuan Ping 王宛平，2007.《金婚》1956-2000， Zuojia Chubanshe 作家出版社，Beijing. 30 Board Endorsed December 2014 Wang, An-Yi 王安忆 2000.《长恨歌》，Writer Publication Press 作家出版社，Beijing. Xing, You 星佑，2004. The Modern Version of ‘Dreams of the Red Mansions’, 《红楼梦现代版》， Yuelu Publishing House 岳麓书社，Changsha. Yu, Qiu-Yu 余秋雨，2002. 《山居笔记》，文汇出版社，Shanghai. DVD 电视连续剧 《金婚》- Golden Marriage (TV Series 1956-2005). 北京电视艺术中心音像出版社， Beijing, 2001. 电视连续剧 《红楼梦》 – (Former version) TV series, “Dream of the Red Chamber”, Distributed by China Int’L TV Corp.ISRC: CN—A03-98-323-00/V.J9. Sale phone number: (010) 63955806 or 63955779 or 68507902 DVD：主讲人： 周思源《红楼梦里的配角》 中国电视连续剧：《恰同学少年》 Film 《 红高粱》 - Red Sorghum (导演： 张艺谋) 《霸王别姬》 – Farewell to My Concubine The Great Gatsby （原著：Francis Scott Fitzgerald, 1926), Village Roadshow Entertainment, 2013. Joy Luck Club, Hollywood Pictures Home Video Jane Eyre 《简爱》, （原著： [英] 夏洛蒂- 勃朗特 ） Focus Features International, 2010. Cheaper by the Dozen, (American film), Twentieth Century Fox Film Corporation (American film) 31 Board Endorsed December 2014 The Individual and Surroundings Value: 0.5 This half unit (0.5) combines with The Individual and Family to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester. In a threesession college, a 0.5 unit can be used as a one-session unit. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills analyse and predict career choices, recognise and assess the opportunities of the current job market in China and Australia investigate/observe and evaluate the economic reform and development in China develop their translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of the Individual and Surroundings students will also reflect on and discuss aspirations, future directions, personal career paths and economic change in industrialised society, and social skills they need to acquire. They will consider issues related to the workforce and political changes in the world. They will consider issues related to job choices, study and discuss their vision of the world in the future. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Future aspirations Role models Job markets in China and Australia Career choice The world of work: Changes in the work force and in society, and changes in the family as a consequence of globalisation and changes in the workforce Economic reform and development in China Translation Literary works related to the above topics 32 Board Endorsed December 2014 Teaching and Learning Strategies Refer to page 11. Assessment Refer to page 12. General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Information and communication technology (ICT) capabilities Goals Content √ Creative and critical thinkers Personal and social capability Ethical behaviour Intercultural understanding Collaborative team members Resources Refer to pages 21- 24. Specific Unit Resources Ha， Wei & Xu Jixing, 2005.《我的母语》- My Mother Tongue, Thomson & Nelson, Melbourne, p8392, p16-27 (education and life), p2-13 (the nation’s memory). Ha， Wei & Xu, Jixing, 2006. Workbook: 《我的母语》- My Mother Tongue, Thomas & Nelson, Melbourne. Ha Wei & Xu, Jixing, 2006. Teacher Resource Book: 《我的母语》- My Mother Tongue, Thomas & Nelson， Melbourne. Heffernan, Margaret,2013. Wilful Blindness 《盲目心理学》，Jiangsu Literature and Art Publication House, Beijing. Lin, Chongde et el, 1998. Encyclopedia for Teenager (Human Beings and Society), Zhejiang Education Press, Hangzhou. Liu I, Li X Q, 1998. A Chinese Text for Changing China, Cheng & Tsui Co., Boston, Massachusetts. Peng, Rui Qing 彭瑞情，Wang, Shi Xun 王世巽， Liu, Qian Gong 刘谦功 编， 1999. Overseas Tertiary Course, Grade 3 (大学留学生课程), 三年级教材，“Newspaper Reading Course”《报刊阅 读教程》，北京语言大学出版社，Beijing, pp 19-33, 96-109, 127-158, 210-223: Economic reform 经济改革. Shen, Zhi Jun and Gao, Dian 沈治钧，高典编，1999. Overseas Tertiary Course, Grade 3，”Overview of Chinese Society”三年级教材《中国社会概览》，Newspaper Reading Course Book 1 & 2 报刊阅 读教程，上，北京语言大学出版社，Beijing. 33 Board Endorsed December 2014 Shou H T, Lo S U, 1993. Taiwan Today, Cheng & Tsui Co., Boston, Massachusetts, 1993. Sivin, Nathan. 1989. The Contemporary Atlas of China: William Collins Pty Ltd, Sydney. Wang, Shi Xun 王世巽，Liu, Qian Gong 刘谦功, and Peng, Rui Qing 彭瑞情编， 1999. Overseas Tertiary Course, Grade 3 大学留学生课程, 三年级教材，Newspaper Reading Course 《报刊阅读 教程》，北京语言文化大学出版社，Beijing, pp 65-80： Chinese economy 中国经济， pp9-6: Marriage 婚姻; pp 34-51： youth 青春， pp 111-124: Volunteers 志愿者： pp143-157; pp 199-215: Chinese economic reform 经济改革；pp158-164: occupation 职业. Wu, Li Jun 吴丽君，2000. Xinbian Hanyu Baokan Yuedu Jiaocheng (Zhongji Ben) 《新编汉语阅读教 程》(中级本)，Peking University Press 北京大学出版社，Beijing, pp 46-48: adopting children from China 从中国带养孩子, pp 117-119 : Marriage 婚姻, 品牌 84－89： 职业， pp 36-39, 42-46, 120123: economy, economic market 经济，经济市场. Translation Du, Yulan Du & Xiong, Wenhua 杜玉兰主编，2001.Grade 1-4, Book 2-4, (大学留学生课程) 一年级 到四年级教材， Yinghan Fanyi Jiaocheng, Translation Course Between English and Chinese《英汉 翻译教程》，Language and Culture University 北京语言大学出版社，Beijing. More Items are shown on Page 29. Works of Literature Bronte, Charlotte, 夏洛蒂- 勃朗特 British Literature 英国文学作品 - Jane Eyre 《简爱》， Cheng, Nian, 1987.《生与死》- Life and Death in Shanghai (English version), Crafton Books, London. Cao, Xue Qin & Gai, E [清]曹学芹，高鹗，1997. A Dream of Red Mansions《红楼梦》，浙江古籍 出版社，Zhejian Gu Chubanshe, Hangzhou. David S. Landes 著，2007.《国富国穷》- The Wealth and Poverty of Nations (门洪华 等译),新华出 版社，Beijing. Li, Chun Xin, Translated by Wang Xiao Yu, 2003. Mao’s Last Dancer 《舞遍全球》， 文艺出版社， Shanghai. Qian, Zhong-Shu 钱钟书 1991. Enclosed cities《围城》，People’s Literature Publication House 人民 文学出版社，Beijing. Mo, Yan, 2012. 中国首位诺贝尔文学奖得主莫言代表作，《红高粱家族》， 《檀香刑》，《生 死疲劳》，《红树林》，《食草家族》，《酒国》， 《蛙》， 作家出版社，Beijing. Robert Macklin, 2007。 Kevin Rudd – The Biography, Penguin.Australia. Shakespeare Classics, 1994. Bilingual, Hamlet 英国文学作品：莎士比亚 《哈姆雷特》(Translated by Haosheng Zhu 朱生豪译)，The International Broadcasting Publication House of China 中国国际 广播出版社，Beijing. Shakespeare Classics， 2006. Romeo and Juliet 英国文学作品：莎士比亚 《罗密欧与朱丽叶》(朱 生豪译), Renmin Wenxue Chu banshee 人民文学出版社，Beijing. 罗伯特、麦克林著，毕熙燕译，2008. 《会说汉语的澳大利亚总理陆克文传》, 福建教育出版社， Fuzhou. Wang, Yuan Ping 王宛平，2007. 《金婚》1956-2000， Zuojia Chubanshe 作家出版社，Beijing. Wang, An-Yi 王安忆 2000.《长恨歌》，Writer Publication Press 作家出版社，Beijing. 34 Board Endorsed December 2014 Xing, You 星佑，2004. The Modern Version of ‘Dreams of the Red Mansions’, 《红楼梦现代版》， Yuelu Publishing House 岳麓书社，Changsha. Yu, Qiu-Yu 余秋雨，2002 《山居笔记》，文汇出版社，Shanghai. DVD 电视连续剧 《金婚》- Golden Marriage (TV Series 1956-2005). 北京电视艺术中心音像出版社， Beijing, 2001. 电视连续剧 《红楼梦》 – (Former version) TV series, “Dream of the Red Chamber”, Distributed by China Int’L TV Corp.ISRC: CN—A03-98-323-00/V.J9. Sale phone number: (010) 63955806 or 63955779 or 68507902 DVD：主讲人： 周思源《红楼梦里的配角》 中国电视连续剧：《恰同学少年》 Film 《 红高粱》 - Red Sorghum (导演： 张艺谋) 《霸王别姬》 – Farewell to My Concubine The Great Gatsby （原著：Francis Scott Fitzgerald, 1926), Village Roadshow Entertainment, 2013. Joy Luck Club, Hollywood Pictures Home Video Jane Eyre 《简爱》, （原著： [英] 夏洛蒂- 勃朗特 ） Focus Features International, 2010. Cheaper by the Dozen, (American film), Twentieth Century Fox Film Corporation (American film) 《首席执行官》，北京电影制片厂摄制，中影音像出版社发行 (About the Chinese economic reform in a factory), ISBN: 978-7-88086-123-5 35 Board Endorsed December 2014 Society and Community Value 1.0 This unit combines Community and Entertainment 0.5 with Community and Health 0.5. In a three session college, a 0.5 unit can be used as a one-session unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late or early exit in a semester. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. It is recommended that students study previous units. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills make a balanced choices about food, sports and entertainment analyse and respond appropriately to health and lifestyle issues develop their translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of Community and Entertainment students will consider ideas and issues related to food, sport, music, arts, related English and Chinese film studies, and media in China and Australia. They will reflect on and discuss crucial questions pertaining to the media and the way in which it affects our perception of different cultures. They will consider the effect of advertising and analyse a range of items from print, aural and visual media. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. In the unit of Community and Health, students will also reflect on and discuss issues relevant with disasters around the world, health and life style, and make comparison of the medical systems between China and Australia. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Food and sports Australian and Chinese art forms (e.g. music and arts) Media and film studies (e.g. relevant Chinese and English newspapers, magazines, and website information, Chinese and English films) Body image Health and life style issues Australian and Chinese medical systems 36 Board Endorsed December 2014 Disaster, crime and war Genetic engineering Health crisis (e.g. euthanasia, depression) Translation Literary works related to the above topics Suggested Assessment Tasks: Refer to the list 0.5 units, Community and Entertainment, Community and Health. Teaching and Learning Strategies Refer to page 11. Suggested theme-related strategies: Refer to the list 0.5 units, Community and Entertainment, Community and Health. Assessment Refer to page 12. Suggested Assessment Tasks: Refer to the list of the resources in relevant 0.5 units: Community and Entertainment, Community and Health. Student Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Ethical behaviour Intercultural understanding Collaborative team members Resources Refer to pages 21-24. 37 Board Endorsed December 2014 Community and Entertainment Value 0.5 This half unit (0.5) combines with Community and Health to equate to one standard unit - these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester. In a three session college, a 0.5 unit can be used as a one-session unit. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. It is recommended that students study previous units. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills make a balanced choices about food, sports and entertainment develop their translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of Community and Entertainment, students will consider ideas and issues related to food, sport, music, arts, related English and Chinese film studies, and media in China and Australia. They will reflect on and discuss crucial questions pertaining to the media and the way in which it affects our perception of different cultures. They will consider the effect of advertising and analyse a range of items from print, aural and visual media. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Food and sports Australian and Chinese art forms (e.g. music and arts) Media and film studies (e.g. relevant Chinese and English newspapers, magazines, and website information, Chinese and English films) Translation Literary works related to the above topics Teaching and Learning Strategies Refer to page 11. Assessment 38 Board Endorsed December 2014 Refer to page 12. General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Ethical behaviour Intercultural understanding Collaborative team members Resources Refer to pages 21-24. Specific resources Chen, Tianshun et al 陈田顺，朱彤，徐燕军编著，2002. Grade 2 - Book 1, Hanyu Yuedu Jiaocheng, 二年级教程，《汉语阅读教程》上，Beijing Newspaper Reading Course, Beijing Language and Culture University 北京语言文化大学出版社， pp：77-117： food; pp214225: advertisement. Cao, Weidng 曹卫东主编 ， 2007. 彩图版，《中国文学》- Literature of China， 海潮出版社 pp346-353: Chinese films, Beijing. Cheng, Ai Xue, Li, Kui & Wang, Chun Jian 总主编： 程爱学，李魁，王春剑，2000. 《广告写作》，珠海出版社，Zhuhai. ISBN 7-80607-687-5/H.2. Ha, Wei & Xu, Jixing, 2005. My Mother Tongue《我的母语》, Thomson Nelson, Melbourne, pp96106: food; pp124-134: Olympic games; pp53-57：literature, arts, and film. Ha, Wei, Xu, Jixing, 2006. My Mother Tongue 《我的母语》, WorkbookThomas & Nelson, Melbourne, 2006. Ha Wei & Xu, Jixing, 2006. Teacher Resource Book: My Mother Tongue. Thomas & Nelson, Melbourne. Liu, Qian Gong 刘谦功，1999. Hua Shuo Jinri Zhongguo《话说今日中国》， Peking University Press 北京大学出版社，Beijing. pp1-12： food； pp148-157： arts; pp119-133: advertisement. Peng, Ruiqing , Wang, Shi Xun, Liu, Qiangong 彭瑞清，王世巽，刘谦功编，2003. Grade 3, Book 2, Baokan Yuedu Jiaocheng. Newspaper Reading Course 三年级教材，《报刊阅读教程》 下，Beijing Yuyan Daxue Chubanshe 北京语言大学出版社, Beijing, pp 110-126 ：food; p133：holiday; p251： culture life；pp252-259：advertisement. 39 Board Endorsed December 2014 Shen, Zhijun & Gao Dian 沈治钧，高典编，Book 1, 2003, Book 2, 2005. Overview of Chinese Society 《中国社会概览》，报刊阅读教程，三年级教材，北京语言大学出版社，Beijing Language and Culture University, Beijing. Shou H T, Lo S U, 1993. Taiwan Today, Cheng & Tsui Co., Boston, Massachusetts. Wu, Li-Jun 吴丽君, 2000. Xinbian Hanyu Baokan Yuedu Jiaocheng (Intermediate Level)《新编汉语报 刊阅读》(中级)，Peking University Press 北京大学出版社,pp106-111: food, pp111-113: multimedia. Wu, Longsen. 2003. English Salon (Special Edition for the past 10 Years). Beijing, China: World Affairs Press. Beijing. Wang, Shi-Xun , Liu, Qiangong & Peng, Ruiqing 王世巽，刘谦功，彭瑞清编，1999. Grade 3 – Book 1, Baokan Yuedu Jiaocheng, Newspaper Reading Course,三年级教材，《报刊阅读教程》上， Beijing Language and Culture University Press 北京语言文化大学出版社，Beijing, pp52-64: disaster； 81-95：poverty；pp125-142：crime. Xu, Zong Cai, 1998. Classical Chinese Text Book， Book 1-3, Foreign Languages, Beijing. Translation Du, Yulan Du & Xiong, Wenhua 杜玉兰主编，2001.Grade 1-4, Book 2-4, (大学留学生课程) 一年级 到四年级教材， Yinghan Fanyi Jiaocheng, Translation Course Between English and Chinese《英汉 翻译教程》，Language and Culture University 北京语言大学出版社，Beijing. 孙子，汉英对照，《孙子兵法》，外文出版社，2005. Sun Zi, Translated by Wusun Lin, Sunzi Bingfa (Bilingual), The Art of War, Foreign Language Publication House, Beijing. Works of literature Harper Collins （著）,《荆棘鸟》（曾胡 译），1998. 译林出版社，南京， 2003. The Thorn Birds. New York, USA: Harper Collins Publishers Pty Ltd. Mo, Yan, 2012. 中国首位诺贝尔文学奖得主莫言代表作，《红高粱家族》， 《檀香刑》，《生 死疲劳》，《红树林》，《食草家族》，《酒国》， 《蛙》， 作家出版社，Beijing DVD and Film 《向世界出发》- Set out toward the world Film: Crouching Tiger & Hidden Dragon 功夫皇帝 李连杰 JET LI 全集 上部 COLLECTION, HBO 影视娱乐（国际）有限公司发行。 功夫皇帝 李连杰 JET LI 全集 下部 COLLECTION, HBO 影视娱乐（国际）有限公司发行。 《孙子兵法》主讲： 杨天林，NTSC. 40 Board Endorsed December 2014 Community and Health Value 0.5 This half unit (0.5) combines with Community and entertainment to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester. In a threesession college, a 0.5 unit can be used as a one-session unit. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. It is recommended that students study previous units. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills analyse and respond appropriately to health and lifestyle issues develop their translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of Community and Health, students will reflect on and discuss issues relevant to disasters around the world, health and life style, and make comparison of the medical systems between China and Australia. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Body image Health and life style issues Australian and Chinese medical systems Disaster, crime and war Genetic engineering Health crisis (e.g. euthanasia, depression) Translation Literary works related to the above topics 41 Board Endorsed December 2014 Teaching and Learning Strategies Refer to page 11. Assessment Refer to page 12. General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Ethical behaviour Intercultural understanding Collaborative team members Resources Refer to pages 21-24. Specific Unit Resources Chen, Tianshun et al 陈田顺，朱彤，徐燕军编著，2002. Grade 2 - Book 1, Hanyu Yuedu Jiaocheng, Beijing Newspaper Reading Course 二年级教程，《汉语阅读教程》上， Beijing Language and Culture University 北京语言文化大学出版社，Beijing, pp77-117：food; pp214-225：advertisement; pp248-282：health . Cao, Wei-Dong 曹卫东主编 ， 2007. 彩图版， Chinese Literature《中国文学》， 海潮出版社， Beijing. Ha Wei & Xu, Jixing, 2006. My Mother Tongue《我的母语》, Workbook, Thomas & Nelson, Melbourne. Ha Wei Ha & Xu, Jixing, 2006. Teacher Resource Book: My Mother Tongue 《我的母语》, Thomas & Nelson, Melbourne. Li, Changlei 李常磊，2004.Adaliya Wenhua Bolan- A Guide to Australian Culture《澳大利亚文化博 览》， Shijie Tushu Chubanshe 世界图书出版社，Beijing. pp 206-210: Australian medical system 澳大利亚医疗系统. Peng, Ruiqing 彭瑞清，王世巽，刘谦功编，1999. Wang, Shi Xun, Liu, Qiangong, Grade 3, Book 2, 三年级教材，下， Baokan Yuedu Jiaocheng. Newspaper Reading Course,《报刊阅读教程》， Beijing Yuyan Daxue Chubanshe, 北京语言大学出版社， Beijing, pp159-175：drug crime；82-90, 159-175：crime；190-193：disaster, earthquake；268-275： war and peace. 42 Board Endorsed December 2014 Wang, Shi-Xun, Liu, Qiangong & Peng, Ruiqing, editors，王世巽，刘谦功, 彭瑞情编， 1999. Grade 3 - Book 1, Baokan Yuedu Jiaocheng, Newspaper Reading Course (大学留学生课程), 三年级教材， 《报刊阅读教程》， 上册，Beijing Language and Culture University 北京语言文化大学出版社， Beijing：pp52-64: disaster；81-95：poverty；125-142; 96-110：age care and insurance； 216-231： reform of the Chinese medical system. Wu, Lu Jun 吴丽君, 2000. Xinbian Hanyu Baokan Yuedu Jiaocheng (Intermediate Level)《新编汉语 报刊阅读》(中级)，Peking University Press 北京大学出版, Beijing, pp60-70： disaster; pp90-101： health; pp106-111: food；pp111-113: multi-media; pp60-70：disaster; 96 pension; pp216-231： reform of the medical system. Xu Zong Cai, 1998. Classical Chinese Text Book， Book 1-3, Foreign Languages, Beijing. Translation Du, Yulan Du & Xiong, Wenhua 杜玉兰主编，2001.Grade 1-4, Book 2-4, (大学留学生课程) 一年级 到四年级教材， Yinghan Fanyi Jiaocheng, Translation Course Between English and Chinese《英汉 翻译教程》，Language and Culture University 北京语言大学出版社，Beijing. 孙子，汉英对照，《孙子兵法》，外文出版社，2005. Sun Zi, Translated by Wusun Lin, Sunzi Bingfa (Bilingual), The Art of War, Foreign Language Publication House, Beijing. Works of literature 美国文学作品： 《飘》 - American literary work: Gone with the wind Mo, Yan, 2012. 中国首位诺贝尔文学奖得主莫言代表作，《红高粱家族》， 《檀香刑》，《生 死疲劳》，《红树林》，《食草家族》，《酒国》， 《蛙》， 作家出版社，Beijing Stering Seagiave, 2001.《宋家王朝》，内蒙古文化出版社， Beijing. 张戎，《鸿 》， 三大中国女人的故事，张朴 译，台湾中华书局， 中华民国 83 年。Chang, J, 1991.Wild Swans, Harper Collins Publishers, London. DVD 中国文化系列 Chinese culture: 旗袍 Chinese Chengsams, 少数民族服装 Costumes of Ethnic Minority Groups in China, 宫廷服饰 Chinese Imperial Costumes, 俏佳人 广州音像出版社， ISBN: 788518-442-0. 中国文化系列 Chinese culture: 中医学 Traditional Chinese Medicine, 武术 Chinese Wushu, 俏佳人 广州音像出版社，ISBN: 7-88518-442-0. 《孙子兵法》主讲： 杨天林，NTSC. 中国电视剧《天道》 (about returned overseas young people involved in anti-crimes, and sense of morality and philosophy of life) 大型警匪缉毒电视连续剧《无国界行动》 (TV series about fighting against drugs among American and Chinese police) Film -《幸德拉名单》 - Schindler’s List, Universal (About World War II) Red Cliff 《赤壁》中凯文化独家发行，北京北影录音录像公司出版，2007. ISBN:978－7－88083441-3. 《音乐盒》 American Movie, Music Box, Music Box, Carolco Pictures Entertainment, 2006 (A story about Second World War) 43 Board Endorsed December 2014 The World Around Us Value 1.0 This unit combines Travel and Consumerism 0.5 with Education and Environment 0.5. In a threesession college, a 0.5 unit can be used as a one-session unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late or early exit in a semester. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. It is recommended that students study previous units. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills analyse and evaluate the benefits and disadvantages of tourism and travel visualise and select hospitality from different cultural perspectives critically analyse and evaluate educational systems and environmental settings develop their translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of Travel and Consumerism, students will enjoy topics of travel and hospitality. They will also reflect on and discuss crucial questions pertaining to tourism and industrialized world. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. In the unit of Education and Environment, students will also reflect on and discuss the effects of globalisation on contemporary society and environment. They will discuss educational systems and the social effects of technology. Students will consider issues related to prejudice, conflict and the environment. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Travel destinations Tourism and hospitality Relationship between tourism and consumerism Educational systems Environmental issues Globalisation 44 Board Endorsed December 2014 Recycling and its effect on the community from past to present Social effects of technology Translation Literary works related to the above topics Teaching and Learning Strategies Refer to page 11. Assessment Refer to page 12. General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Ethical behaviour Intercultural understanding Collaborative team members Resources Refer to pages 21-24. 45 Board Endorsed December 2014 Travel and Consumerism Value 0.5 This half unit (0.5) combines with Community and Health to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester. In a three session college, a 0.5 unit can be used as a one-session unit. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. It is recommended that students study previous units. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills analyse and evaluate the benefits and disadvantages of tourism and travel visualise and select hospitality from different cultural perspectives develop their translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of Travel and Consumerism, students will enjoy topics of travel and hospitality. They will also reflect on and discuss crucial questions pertaining to tourism and industrialized world. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Travel destinations Tourism and hospitality Relationship between tourism and consumerism Translation Literary works related to the above topics Teaching and Learning Strategies Refer to page 11. Assessment Refer to page 12. 46 Board Endorsed December 2014 General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Ethical behaviour Intercultural understanding Collaborative team members Resources Refer to pages 21- 24. Specific Unit Resources Cao, Weidong， editor, 2007. Literature of China (Chinese version), Hachao Chubanshe, Beijing. Department of New World Press, 1980. 60 Scenic Wonders in China, New World Press. Chen, Tianshun et al 陈田顺，朱彤，徐燕军编著 2002. Grade 2 – Book 1, Hanyu Yuedu Jiaocheng, Yuyan Wenhua Daxue Chubanshe 二年级教材，《汉语阅读教程》，上，北京语言文化大学出版 社， Beijing , pp 120-184: tourism; 207-225, 242-246: consumerism， 166-205：environment；242243：Social effects of technology. Hall, M.C., 1997. Introduction to Tourism in Australia,Wesley Longman Australia Pty. Ltd. South Melbourne. Ha Wei & Xu, Jixing, 2005. 《我的母语》 - My Mother Tongue, Thomson, Nelson, Melbourne, pp 1627, 83-92: education and life, pp2-13: the nation’s memory, pp 108-120: environment and human beings. Jiao, Yanan & Wang, Sanshi, 2006. Zoubian Shijie - Travel Around the World (Chinese version), Zhaohua Chubanshe, Beijing. Liu G, 1992. My Treasure is in Australia, Shanghai Arts Press, Shanghai. Li Y & Yang S, 1999. China & the World, Bureau of Cultural Exchange, China. Liu, Qian Gong 刘谦功，1999. Hua Shuo Jinri Zhongguo, 《话说今日中国》 ，Peking University Press 北京大学出版社， pp 27-37: tourism; 94-104：comparion of education systems；105-117： social effects of technology；134-157，214-226： environment. Peng, Ruiqing, Wang, Shi Xun, Liu, Qiangong 彭瑞清，王世巽，刘谦功编 1999. Grade 3, Book 2, Baokan Yuedu Jiaocheng. Newspaper Reading Course (大学留学生课程), 三年级教材，《报刊阅读 教程》，下，北京语言大学出版社， Beijing. pp 1-18：tourism; 91-95, 266-267: technology, debate on ‘cloned sheep’. 47 Board Endorsed December 2014 Shen, Zhijun & Gao Dian 沈治钧，高典编，Book 1: 2003， Book 2: 2005 Zhongguo Shehui Gailan 《中国社会概览》，报刊阅读教程，三年级教材，Beijing Language and Culture Universit 北京语 言大学出版社，Beijing. Tian, Gui-Wen et al (edited) 1982. 田桂文主编，Sun Wu Kong - Monkey Magic 汉语学习丛书 《孙 悟空》，Beijing Language Institute 北京语言学院， Beijing. Xu, Xinhai 许新海，2006. Aozhong Jiaoyu Yu Kecheng Kua Wenhua Bijiao - Cross-cultural Comparison of Australian and Chinese Education and Courses《澳中教育与课程教程跨文化比较》， Fujian Education Publication House, Fuzhou. Wang, Hailong 王海龙，2002. Zhongguo Wenhua Yuedu Jiaocheng I - Wenhua Zhongguo Cultural Interpretations of China (An Advanced Reader I),中国文化阅读教程 I，《文化中国》， Peking University Press 北京大学出版社, Beijing, pp 126-174：Chinese traditional official testing system. Wang, Hao for the Chinese version; Xu, Qi Ping for the English version 中文：昊天；英文：徐齐平， 2006. Bilingual Readers of Traditonal Chinese Culture 中国传统文化双语读本, “Travel Destination” 《风景名胜》，Teaching Materials Developing Centre of Basic Education Courses, the National Education Ministry, Renmen Jiaoyu Chu banshe, 教育部基础教育课程教材发展中心编， Beijing. Wang, Shi-Xun, Liu, Qiangong Liu & Peng, Ruiqing 王世巽，刘谦功, 彭瑞清编，1999. Grade 3 Book 1, Baokan Yuedu Jiaocheng, Newspaper Reading Course (大学留学生课程), 三年级教材,《报 刊阅读教程》，下册，Beijing Language and Culture University 北京语言大学出版社， pp 17-33, 52-64： environment. Wu, Cheng Nian, editor 吴成年编著，2004. Book 1-2 上册，下册，《读报纸，学中文 - 中级汉语 报刊阅读》，Peking University Press, Beijing, pp152-164: debating about cloned persons. Wu, Li Jun 吴丽君，2000. Xinbian Hanyu Baokan Yuedu Jiaocheng (Intermediate Level) 《新编汉语 教程 (中级本) 》， Peking University Press 北京大学出版社， Beijing, pp72-83：tourism; 27-29, 49-59: education； 70-71：environment. Yi, Jian-Zhong 倪健中 等，1996.《人文中国》（上、下册），中国社会出版社，Beijing. Translation Duncan Sue & Wang Mingjie, 2007 China, Foreign Languages Press, Beijing. Du, Yulan Du & Xiong 杜玉兰主编，2001. Wenhua, Grade 2-4, Book 2-4 (大学留学生课程)，二年级 到四年级教材， Yinghan Fanyi Jiaocheng - Translation Course Between English and Chinese《英汉 翻译教程》，Beijing: Language and Culture University 北京语言大学出版社，Beijing. Works of literature Mo, Yan, 2012. 中国首位诺贝尔文学奖得主莫言代表作，《红高粱家族》， 《檀香刑》，《生 死疲劳》，《红树林》，《食草家族》，《酒国》， 《蛙》， 作家出版社，Beijing Shi Nai-An, Luo Guan-Zhon 施耐庵，罗贯中著，[明]，The Legend of the Water Mars《水浒传》， Zhe Jiang Guji Chubanshe 浙江古籍出版社，1996. 吴敬梓，古代讽刺谴责小说名著，[清]《儒林外史》，贵州人民出版社，1994. 48 Board Endorsed December 2014 DVD 广州市新时代影音公司，马瑞芳主讲《马瑞芳说聊斋》 中央电视台摄制 《话说长江》 中央电视台摄制 《话说运河》 中央电视台摄制 《黄河》 Film 电影，张艺谋 ，《一个也不少》，Not One Less (Chinese film about the education in the countryside) Pelican Brief (American Film, a detective story resulted from an environmental issue) Erin Brockovich, Columbia Pictures and Universal Pictures (based on a true story about pollution) 49 Board Endorsed December 2014 Education and Environment Value 0.5 This half unit (0.5) combines with Travel and Consumerism to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester. In a three session college, a 0.5 unit can be used as a one-session unit. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. It is recommended that students study previous units. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills critically analyse and evaluate educational systems and environmental settings develop their translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of Education and Environment students will reflect on and discuss the effects of globalisation on contemporary society and environment. They will discuss the educational systems and the social effects of technology. Students will consider issues related to prejudice, conflict and the environment. Students will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Educational systems Environmental issues Globalisation Recycling and its effect on the community from past to present Social effects of technology Translation Literary works related to the above topics 50 Board Endorsed December 2014 Teaching and Learning Strategies Refer to page 11. Assessment Refer to page 12. General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Ethical behaviour Intercultural understanding Collaborative team members Resources Refer to pages 21-24. Specific Unit Resources Chen, Tianshun, editor 2002. 陈田顺，朱彤，徐燕军编著，Grade 2 – Book 1, Hanyu Yuedu Jiaocheng 二年级教材，《汉语阅读教程》，上册，Beijing Language and Culture University Press 北京语言文化大学出版社， Beijing, pp166-205: environment； p242-243 : Social effects of technology. Ha， Wei & Xu, Jixing, 2005. My Mother Tongue《我的母语》 , Thomson. Nelson, Melbourne, pp108-120: environment and human beings. Lin C, 1998. Encyclopedia for Chinese Teenager (Environment & Nature), Zhejiang Education Press. Liu, Qian Gong, Hua Shuo Jinri Zhongguo， 1999. 《话说今日中国》，Peking University Press 北京 大学出版社，Beijing, pp94-104：comparison of education systems；105-117：social effects of technology；134-157，214-226： environment. Peng, Ruiqing Peng, Wang, Shi-Xun, & Liu, Qiangong 彭瑞清，王世巽，刘谦功编，1999. Grade 3, Book 2, Baokan Yuedu Jiaocheng. Newspaper Reading Course, (大学留学生课程), 三年级教材， 《报刊阅读教程》下册， Beijing Language and Culture University 北京语言大学出版社，Beijing, pp: 91-95, 266-267: technology； debate on ‘cloned sheep. Xu, Xinhai 许新海，2006. Aozhong Jiaoyu Yu Kecheng Kua Wenhua Bijiao - Cross-cultural Comparison of Australian and Chinese Education and Courses《澳中教育与课程教程跨文化比较》， Fujian Education Publication House 福建教育出版社，Fuzhou, 51 Board Endorsed December 2014 Wang, Shi-Xun, Liu, Qiangong Liu & Peng, Ruiqing 王世巽，刘谦功, 彭瑞清编， 1999。 Grade 3 Book 1, Baokan Yuedu Jiaocheng, Newspaper Reading Course (大学留学生课程), 三年级教材,《报 刊阅读教程》，下册，北京语言大学出版社， Beijing, pp17-33, pp2-64： environment. Wang, Hailong 王海龙， 2002. Zhongguo Wenhua Yuedu Jiaocheng I - Wenhua Zhongguo” Cultural Interpretations of China (An Advanced Reader 《中国文化阅读教程 I，文化中国》， Peking University Press, Beijing 北京大学出版社，Beijing, pp126-174：Chinese traditional official testing system. Wu, Chengnian (editor), 吴成年编著，2004. Dubaozi Xuezhongwen, Zhongji Hanyu Baokan Yuedu, Book1-2 上册，下册，《读报纸，学中文 - 中级汉语报刊阅读》，Peking University Press 北京大 学出版社，Beijing, pp152-164: debating about cloned persons. Wu, Li Jun 吴丽君，2000. Xinbian Hanyu Baokan Yuedu Jiaocheng (Intermediate Level) 新编汉语教 程 (中级本)，Peking University Press 北京大学出版社， Beijing, pp 27-29, pp49-59: education； pp70-71： Environment. Yi, Jian-Zhong 倪健中 等，1996.《人文中国》（上、下册），中国社会出版社，Beijing. Translation Du, Yulan Du & Xiong, Wenhua 杜玉兰主编 2001. Grade 2-4, Book 2-4, Yinghan Fanyi Jiaocheng， Translation Course Between English and Chinese (大学留学生课程)，二年级到四年级教材， 《英 汉翻译教程》，Beijing Language and Culture University Press 北京语言大学出版社， Beijing. Works of literature Mo, Yan, 2012. 中国首位诺贝尔文学奖得主莫言代表作，《红高粱家族》， 《檀香刑》，《生 死疲劳》，《红树林》，《食草家族》，《酒国》， 《蛙》， 作家出版社，Beijing Shi Nai-An, Luo Guan-Zhong, Shui Hu Zhuan 施耐庵，罗贯中著，[明]，The Legend of The Water Marshs《水浒传》，Zhe Jiang Guji Chubanshe 浙江古籍出版社，1996. 吴敬梓，古代讽刺谴责小说名著，[清]《儒林外史》，Gui Zhou People’s Publication House 贵州 人民出版社，1994。 DVD 广州市新时代影音公司，马瑞芳主讲《马瑞芳说聊斋》 中央电视台摄制 《话说长江》 中央电视台摄制 《话说运河》 中央电视台摄制 《黄河》 Film 电影，张艺谋 ，《一个也不少》，Not One Less (Chinese film about the education in the countryside). Pelican Brief (American Film, a detective story resulted from an environmental issue Erin Brockovich, Columbia Pictures and Universal Pictures (based on a true story about pollution) 52 Board Endorsed December 2014 Lifestyles and Traditions Value 1.0 This unit combines Festivals and Customs 0.5 with Tradition and Culture 0.5. In a three session college, a 0.5 unit can be used as a one-session unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late or early exit in a semester. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. It is recommended that students study previous units. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills analyse and evaluate traditions and customs critically analyse and evaluate Australian multiculturalism and migration display a clear and thorough knowledge of understainding cross-cultural communication develop translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of Festivals and Customs students will reflect on and discuss aspects of culture in a traditional and modern context. They will research beliefs and customs of Australia and China from cultural perspective. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. In the unit of Traditions and Culture, students will discuss issues of migration, multiculturalism, and cross-cultural communication. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Chinese philosophy (e.g. Confucius philosophy and Taoism) Chinese beliefs and customs Western traditions and customs Chinese and Western legends Australian Aboriginal culture Aboriginal legends of Australia Migration Multiculturalism (national identity, human rights, racial issues) 53 Board Endorsed December 2014 Cross-cultural communication (e.g. cultural schock) Translation Literary works related to the above topics Teaching and Learning Strategies Refer to page 11. Suggested theme-related strategies: Refer to the list 0.5 units, Festivals and Customs, Tradition and Culture. Assessment Refer to page 12. Suggested Assessment Tasks: Refer to the list 0.5 units, Festivals and Customs, Tradition and Culture. General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Ethical behaviour Intercultural understanding Collaborative team members Resources Refer to pages 21-24. 54 Board Endorsed December 2014 Festivals and Customs Value 0.5 This half unit (0.5) combines with Traditions and Culture to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester. In a three session college, a 0.5 unit can be used as a one-session unit. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. It is recommended that students study previous units. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills analyse and evaluate traditions and customs develop translation skills critically analyse and appreciate Chinese literature and selected work of English literature relevant to the theme. Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of Festivals and Customs students will reflect on and discuss aspects of culture in a traditional and modern context. They will research beliefs and customs of Australia and China from cultural perspective. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Chinese philosophy (e.g. Confucius philosophy and Taoism) Chinese beliefs and customs Western traditions and customs Chinese and Western legends Australian Aboriginal culture Aboriginal legends of Australia Translation Literary works related to the above topics 55 Board Endorsed December 2014 Teaching and Learning Strategies Refer to page 11. Assessment Refer to page 12. General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Ethical behaviour Intercultural understanding Collaborative team members Resources Refer to pages 21-24. Specific Unit Resources Cai, Xiqin, 2002.《孟子名言录》Mengzi Ming Yan Lu - Quotations from Mencius, Sinolingua, Beijing. Chen, Tianshun et al, 陈天顺，朱彤，徐燕军编著 2002. Grade 2 – Book 1, Hanyu Yuedu Jiaocheng,(大学留学生课程), 《汉语阅读教程》, 二年级 第一册，北京语言与文化出版社， Beijing, pp285-313：Chinese traditions. Chen, D, 1990. 100 World Greatest Festivals, Shanghai Foreign Languages Institute, Shanghai. Chang, K C, 1997. Food in Chinese Culture: An Anthropological and Historical Prospectus, Yale University Press, USA. Du, Xuezeng 杜学增，2000. Aodaliya – Yuyan Yu Wenhua《澳大利亚语言与文化》，Foreign Language Teaching and Research Press 外语教学与研究出版社，Beijing. Gu, Jiazu 顾嘉组等编 1990. Language and Culture《语言与文化》，Shanghai Foreign Language Education Publishing House 上海外教出版社，Shanghai, pp1-15, 57-71, 187-203, 87-100, 101-113. Ha, Wei & Xu, Jixing, 2005. 《我的母语》- My Mother Tongue, Thomas & Nelson, Melbourne. Ha, Wei & Xu, Jixing, 2005. Workbook 《我的母语》 - My Mother Tongue, Thomson Nelson, Melbourne. Ha Wei & Xu, Jixing, 2006. Teacher Resource Book: 《我的母语》- My Mother Tongue, Thomas & Nelson, Melbourne 56 Board Endorsed December 2014 Han, Jiantang (editor) 韩鉴堂, 2004. China’s Cultural Heritage. 《中国文化》 Beijing Language and Culture University Press 北京语言大学出版社, Beijing (Topics: Chinese geography, Chinese legends, Chinese characters, Chinese ethnic groups, Chinese names, Chinese agriculture, Confucius, Chinese dragon, the Great Wall. Hao Peng 郝澎编著，2004., 《古希腊罗马神话与西方民间传说》Classical Mythology & Western Legends, Nanhai Publication House, 南海出版公司 Haikou. Hao Peng 郝澎编著, 2004. 《英美民间故事与民俗》The Traditional Beliefs, Legends & Customs of the British & Americans, 海口，Haikou, Xi’an Map Press et al, 2004 The Map of Chinese traffic & travel, Xi’an Map Press, Xi’an. Hu, Wenzong & Du, Xuezeng 胡文仲主编， 1999. 杜学增著，Comparison of Chinese and English Cultures《中英文化习俗比较》，Waiyu Jiaoxue Yu Yanjiu Chubanshe 外语教学与研究出版社， Beijing. Liu, Ze-Peng(editor-in-chief) 刘泽彭主编，2006. Common Knowledge About Chinese Culture (Bilingual) 《中国文化常识》，Higher Education Press 高等教育出版社，Hanban, Beijing. Huang, Weizhi 皇为之， 2007. Jingmao Gaoji Hanyu Kouyu – Business Chinese, Book 1-2 《经贸高级 汉语口语》，上册 下册，Beijing Language and Culture University 北京语言大学出版社，Beijing. Liu, Qian Gong, Hua Shuo Jinri Zhongguo 刘谦功，1999. Talks about China today《话说今日中国》， 上，Peking University Press, 北京大学出版社，Beijing， pp：192-226 : consumerism in China; 158162, 243-257: Chinese traditions; 258-261: Skills in oral presentation. Liu, Lixin, 刘立新编, 2001. Zhongguo Gudai Wenhua Gushi Book 1 - Zhongguo Gudai Shenhua Gushi – Chinese Ancient Stories Series, Book 1 - Ancient China Mythical Stories (with English summery), 中 国古代文化故事，第一辑，《中国古代神话故事》 Peking University Press, Beijing. Li, Yian Li; 2001. EnglishL Gao, Wei & Liu, Shicong 中文：李逸安；英文：高巍，刘士聪，2006. Bilingual Readers of Traditional Chinese Culture, “Festivals and Customs”, Teaching Materials Developing Centre of Basic Education Courses 中国传统文化双语读本，《节日习俗》， 教育部基 础教育课程教材发展中心编，the National Education Ministry, Renmen Jiaoyu Chu banshe 人民文 学出版社, Beijing. Shen, Zhijun & Gao Dian, 沈治钧，高典编，2005. Zhongguo Shehui Gailan, Book 1- 2《中国社会概 览》，报刊阅读教程，三年级教材, Beijing Language and Culture University, Beijing. Yi, Zhong Tian, 易中天, 2006. Interpretation of the Three Kingdoms 《品三国》，上册，下册， Shanghai Wenyi Chubanshe 上海文艺出版社, Shanghai. Ye, Yun Lie 叶永烈, 2013.《目击澳大利亚》，上海交通大学出版社，Shanghai Jiaotong University Press, Shanghai. Zhao, Hui (editor) 赵昀晖编，2001. Zhongguo Gudai Wenhua Gushi Book 2 - Zhongguo Gudai Fengsu Gushi – Chinese Ancient Stories Series, Book 1 – Ancient Chinese Stories on Customs (with English summery) 中国古代文化故事，第二辑，《中国古代风俗故事》，Peking University Press 北京大学出版社, Beijing. Zhang, Xiao Jun 张晓君, 2005, Where has love gong, the Best Publisher, Canberra, pp105-119: 《澳 大利亚华文创作评析》；pp120-125: 多元文化主义在澳大利亚 Multiculturalism in Australia. 57 Board Endorsed December 2014 Translation Du, Yulan Du & Xiong, Wenhua 杜玉兰主编，2001. Yinghan Fanyi Jiaocheng, Translation Course Between English and Chinese Grade 2-4, Book 2-4 (大学留学生课程)，二年级到四年级教材， 《英汉翻译教程》， 北京语言大学出版社，Beijing: Language and Culture University, Beijing. Wang Fen for the Chinese version; Zhao, Lizhu for the English version 中文：王峰；英文：赵立柱 2006. Bilingual Readers of Traditonal Chinese Culture, “Peking Opera” 中国传统文化双语读本， 《京剧》， 教育部基础教育课程教材发展中心编 Teaching Materials Developing Centre of Basic Education Courses, the National Education Ministry, Renmen Jiaoyu Chu banshe 人民文学出版社, Beijing. Works of literature: Ai, Qing 艾青， 2006. 《艾青精选集》，北京燕山出版社，Beijing. Chinese classic work 中国古典小说名著，1997. ”The Legend of Three Kingdoms”《三国演义》， Zhejiang Guji Chubanshe 浙江古籍出版社，杭州 Hangzhou. Chang J, Rong 张戎，1995. 中华民国 83 年. Wild Swan《鸿 》- 三大中国女人的故事，张朴 译， 台湾中华书局 Harper Collins Publishers, London. Mo, Yan, 2012. 中国首位诺贝尔文学奖得主莫言代表作，《红高粱家族》， 《檀香刑》，《生 死疲劳》，《红树林》，《食草家族》，《酒国》， 《蛙》， 作家出版社，Beijing DVD 电视连续剧 《三国演义》 - TV series, Sanguo Yanyi – Three Kingdoms 易中天电视演讲 《品三国》 - TV lecture series by Yi Zhong Tian, Pin San Guo: Comment about the three kingdoms DVD： CCTV 百家讲坛《孔子心得》 DVD： 《老子》 DVD：主讲人： 于丹《庄子心得》 Film Australian Film: Rabbit Proof Fence (The author of the novel: Doris Pilkington Garimara), IMDB 2002. 美国电影《刮痧》， Gua Sha (American film, about the cultural clash and cross-cultural communication) Gallipoli, Twentieth Century Fox Home Entertainment, 2005.ISBN: 9 321337 045276. 58 Board Endorsed December 2014 Tradition and Culture Value 0.5 This half unit (0.5) combines with Festivals and Customs to equate to one standard unit – these should be delivered together as a semester unit. Students are expected to study the accredited semester 1.0 unit unless enrolled in a 0.5 unit due to late entry or early exit in a semester. In a three session college, a 0.5 unit can be used as a one-session unit. Prerequisites Refer to the Languages eligibility enrolment form on the BSSS website. It is recommended that students study previous units. Duplication of Content Rules Teachers are not permitted to choose the same topics for their students across the one-year (minor) or two-year (major) studies. Specific Unit Goals This unit should enable students to: respond creatively and critically through the development of their analytical skills critically analyse and evaluate Australian multiculturalism and migration display a clear and thorough knowledge of understainding cross-cultural communication develop translation skills critically analyse and appreciatie Chinese literature and selected work of English literature relevant to the theme. Content Translation and a close contextual analysis of the works of Chinese or English Literature selection are required in this unit. In the unit of Traditions and Culture, students will discuss issues of migration, multiculturalism, and cross-cultural communication. They will have the opportunity to compare and contrast their personal experiences with those of their peers in Australia. Suggested topics: Migration Multiculturalism (national identity, human rights, racial issues) Cross-cultural communication (e.g. cultural shock) Translation Literary works related to the above topics. Teaching and Learning Strategies Refer to page 11. Assessment Refer to page 12. 59 Board Endorsed December 2014 General Capabilities Evidence could be in: Student Capabilities Teaching and Learning Assessment Literacy Numeracy Information and communication technology (ICT) capabilities Goals Content Creative and critical thinkers Personal and social capability Ethical behaviour Intercultural understanding Collaborative team members Resources Refer to pages 21-24. Specific Unit Resources Chen, Tianshun et al, 陈天顺，朱彤，徐燕军编著 2002. Grade 2 – Book 1, Hanyu Yuedu Jiaocheng (大学留学生课程), 《汉语阅读教程》, 二年级第一册，Beijing Language and Culture University 北 京语言与文化出版社，pp285-313：Chinese traditions. Gu, Jiazu 顾嘉组等编, 1990. Language and Culture 《语言与文化》, Shanghai Foreign Language and Education Publishing House 上海外语教育出版社, Shanghai, pp1-15, 57-71, 187-203, 87-100, 101-113. Ha Wei & Xu, Jixing, 2005.《我的母语》 - My Mother Tongue, Thomson Nelson, Melbourne. Healey, Justin (editor), Issues in Society: Multiculturalism, the Spinney Press, N.S.W. Huang, Yuan Sheng& Peng, Qinglong 皇源深，彭青龙 著，2006. A Concise History of Australian Literature《澳大利亚文学简史》，Shanghai Foreign Language Education Press 上海外语教育出版 社，Shanghai, pp 295-311. Han Jiantang 韩鉴堂，1999. China’s Cultural Heritage,《中国文化》，Beijing Yuyan Daxue Chubanshe, Beijing (Topics: Chinese geography, Chinese legends, Chinese characters, Chinese ethnic groups, Chinese names, Chinese agriculture, Confucius, Chinese dragon, the Great Wall. Hu, Wenzong & Du, Xuezeng 胡文仲主编， 杜学增著, 1999. Comparison of Chinese and English Cultures 外语教学与研究出版社, Waiyu Jiaoxue Yu Yanjiu Chubanshe 外语教学与研究出版社, Beijing. Kok, Lim Li, 2006. Chinese History, Ancient China to 1911, Asiapac Books. Li, Changlei, 2004. 《澳大利亚文化博览》Adaliya Wenhua Bolan - A Guide to Australian Culture, Shijie Tushu Chubanshe, 世界图书出版社, Shanghai. Liu, Ze Peng (editor), 刘泽彭主编, 2006. Overseas Chinese Affairs Office of the State Council, the Office of Chinese Language International, “Common Knowledge About Chinese Culture” (Bilingual), 国 务院侨务办公室，国家汉语国际推广领导小组办公室，《中国文化常识》 (汉英对照), Higher Education Press, Beijing. 60 Board Endorsed December 2014 Liu, Ze Peng 刘泽彭主编, 2006. Hanban, Common Knowledge About Chinese Culture (Bilingual) 《中 国文化常识》, Higher Education Press, Beijing. Liang Shuming 粱漱溟, 2005. Zhongguo Wenhua Yaoyi – The essential elements of Chinese culture 《中国文化要义》Shanghai Renmin Chubanshe, 上海世纪出版社, Shanghai, pp59-69, 70-84, 85108, Shanghai. Liu, Qian Gong, Hua Shuo Jinri Zhongguo 刘谦功，1999. Talks about China today 《话说今日中国》， 上，Peking University Press, 北京大学出版社，Beijing， pp：192-226 : consumerism; pp158-162, pp243-257: Chinese traditions; pp258-261: Skills in oral presentation. Peng, Ruiqing & Liu, Qiangong et al, 彭瑞清，刘谦功，王世巽编, 1999. Grade 3, Baokan Yuedu Jiaocheng. Newspaper Reading Course Book 2 (大学留学生课程)《报刊阅读教程》, 三年级教材， 下册， Beijing Yuyan Daxue Chubanshe 北京语言大学出版社, Beijing, pp143-146: 少数民族地区的 发展，217-218: 台湾. Ren, Jiyu, 1996.《老子与道家》，Laozi Yu Daojia, Commercial Printing House, Beijin. Shu Yan, 2002.《中国民俗》Zhongguo Minsu, Beijing Language and Culture University, Beijing. Si, Aqian, 1988.《史记故事》Shiji Gushi - Stories from Records of the Historian. Sinolingua. Beijing, Tan, T W, 1986. Your Chinese Roots: The Overseas Chinese, Times Book International, Singapore. Shen Bo-Jun, 沈伯俊 2005. Shuo San Guo, 2005. 《说三国》 Comment on Three Kingdoms, Zhonghua Shuju, Beijing. Wang, Shi-Xun, Liu, Qiangong & Peng Ruiqing 王世巽，刘谦功，彭瑞清编, 1999. Grade 3 - Book 1, Baokan Yuedu Jiaocheng. Newspaper Reading Course (大学留学生课程)《报刊阅读教程》, 三年级 教材，上册, Beijing Language and Culture University Press 北京语言大学出版社, pp158-170: Chinese characters and the language. Wang, Hailong, 2002. Zhongguo Wenhua Yuedu Jiaocheng I“Wenhua Zhongguo”- Cultural Interpretations of China (An Advanced Reader I) (中国文化阅读教程 I 《文化中国》, Peking University Press 北京大学出版, pp1-24: Chinese traditional customs, pp25-55: Chinese etiquette, pp56-82: Chinese emperors. Wu, Xiaolu 吴晓露 主编，1994. Talking of the Chinese Language and its Culture 《说汉语 谈文化》， 北京语言文化大学出版社，Beijing. Ye, Yun Lie 叶永烈, 2013.《目击澳大利亚》，上海交通大学出版社，Shanghai Jiaotong University Press, Shanghai. Zhang, Qiu Sheng 张秋生 1998. A History of the Chinese Emigrants to Australia 《澳大利亚华人华侨史》外语教学与研究出版社, Beijing. ISBN 9-787560-015392. Zhang, Ying & Jin, Shunian (editors) 张英，金舒年主编，2003. Zhongguo Chuantong Wenhua Yu Xiandai Shenghuo - Chinese Traditional Culture and Modern Life 留学生中级文化读本，《中国传统 文化与现代生活》, Peking University Press, Beijing. Zhang, Xiao Jun 张晓君, 2005, Where has love gong, the Best Publisher, Canberra, pp105-119:澳大 利亚华文创作评析；pp120-125: 多元文化主义在澳大利亚 Multiculturalism in Australia. Zhu,Fayuan, Wu, Daivd, Xia, Hanning, Brad Goldhorn, editor-in-chief 主编：朱法元 吴琦幸 夏汉宁 高汉；translated by Wu, Ke, Yuan Zhi Mei, Lin, Ying, Yuan Zhen, You, Jia Juan & Li Jian 翻译：吴可 袁志美 林颖 袁真 尤佳娟 李健 2010. Fundamentals of Chinese Culture《中国文化 ABC 》江西人民出版社 Jianxi People’Publishing House, 南昌市.ISBN 978-7-210-04589-2. 61 Board Endorsed December 2014 Works of literature Chinese classic work 中国古典小说名著，1997. ”The Legend of Three Kingdoms”《三国演义》， Zhejiang Guji Chubanshe 浙江古籍出版社，杭州 Hangzhou. Chang J, Rong 张戎，1991. 中华民国 83 年. Wild Swan《鸿 》- 三大中国女人的故事，张朴 译， 台湾中华书局 Harper Collins Publishers, London. Mo, Yan, 2012. 中国首位诺贝尔文学奖得主莫言代表作，《红高粱家族》， 《檀香刑》，《生 死疲劳》，《红树林》，《食草家族》，《酒国》， 《蛙》， 作家出版社，Beijing DVD 电视连续剧 《三国演义》 - TV series, Sanguo Yanyi – Three Kingdoms 易中天电视演讲 《品三国》 - TV lecture series by Yi Zhong Tian, Pin San Guo: Comment about the three kingdoms DVD： CCTV 百家讲坛《孔子心得》 DVD： 《老子》 DVD：主讲人： 于丹《庄子心得》 Film Australian Film: Rabbit Proof Fence (The author of the novel: Doris Pilkington Garimara), IMDB 2002. 美国电影《刮痧》， Gua Sha (American film, about the cultural clash and cross-cultural communication) Gallipoli, Twentieth Century Fox Home Entertainment, 2005.ISBN: 9 321337 045276. 62 Board Endorsed December 2014 Appendix A – Suggested Activities for Specific Units The Suggested teaching activities and assesment tasks are not Board endorsed. Table of Suggested Text Types Advertising Discussion Memoir Album cover Drama Note/message Article Documentary literature Novel Annotation Editorial Play Argumentative essay Film review Poetry and prose Biography Flow chart Questionnaire Blog Graph Research or literary Report Cartoon Information Seminar Chart Image Short story Critique Internet literature/Literature works Speech Debate Diagram Media report T.V. program The Individual and Family The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. develop a role play or create a dialogue between parents and a child to resolve a conflict establish telephone help-line discuss and debate on controversial issues practise writing argumentative and comparative essays research and present a topic of their choice relating to the themes studied read authentic surveys relating to young people and present your findings to your class do a survey relating to the life style of modern youth and present to the class write an argumentative essay exposing the two sides of cultural or political issues and justify your personal position: one-child policy in china, gay marriages, cross-cultural marriages defacto relationship, dink (childless marriage) view a film or documentary and respond in writing or orally on above themes in which you justify the critique you have made rewrite a narrative essay on one of the above themes write a letter/email in response to significant youth issue to the editors of various publications role-play a conversation between an employer and an employee, in which person a persuades person b to advertise the company on a global level students research the life and time of writers and the relation between their lives and books establish telephone help-line 63 Board Endorsed December 2014 persuade other students to form a club (e.g. non smokers, obesity) research one of the above topics and write an article for group magazine read a newspaper or magazine article, write a letter to the editor expressing your opinion role play a conversation on a child’s problem (e.g. obesity, anorexia) the impact of mobile phones and computers on the activities of youth today analyse and respond to literature in the target language practise writing different genres (e.g. autobiography/biography, narrative) translate and interpret articles related to “the individual” analyse and appreciate selected literary works watch and discuss video / dvd related to issues in society and literary works analyse and respond to literature in the target language write summaries of literary texts Suggested Assessment Tasks for The Individual and Family: The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. Speaking debate/ discussion on generational differences, love and marriage problems etc research the teachings of confucius on relationships in a chinese society and make an oral presentation to the class debate on the equality of the sexes give an oral presentation on autobiography or biography collect newspaper or magazine advertisements or tape tv commercials and demonstrate to the class how these persuade people to patronize certain commercial enterprises discuss the merits and demerits of match-making in a chinese community debate or discuss the attitude of modern youth, their opportunities and their leisure time discuss young people facing more challenges today participate in a simulated application interview for a scholarship or work role play a sixteen year old girl who has found out she is pregnant. she has already broken up with her boy friend and does not want to have the child. she wants to get an abortion but dares not tell her parents, since her father is a pastor of a church, which is advocating “prolife”. and, if parents found out, they would certainly throw her out of the family. not knowing what to do she seeks out her teacher you are inviting a famous person to a youth conference as a key-note speaker. what is the conference about? why do you invite him/her? what are the issues you want him/her to address? Writing write a letter to your parents, school principal or certain organisations on an issue or a conflict situation write an argumentative essay exposing the two sides of problematic issues and justify your personal position do a survey in the community on the attitude towards youth today 64 Board Endorsed December 2014 write an essay on population explosion in china and the impact of the one child policy write an article on your findings from your journal entry write creative responses to Chinese general and literary texts Responding comprehend a passage related to the themes of the unit read an extract from a novel (e.g. joy luck club, family) and discuss the relationships among the characters and the support of the church and club when they first migrated to america write a film review read the articles relating to wars and international conflicts and then discuss the impact on individuals and families comment on issues in society – relationship, emotions, life predicament, occurrences listen to a narrative poem and discuss the theme, the style, the story, the emotional conflict and its appeal write a narrative work based on the same theme interpret and translate related texts comment on the theme, plot, and characters of literary texts The Individual and Surroundings The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. prepare a cv or resume in order to find a part time job in oral or written form role-play a series of job interview situations write an essay outlining your vision of the world in 30 years time formulate a personal career-based pathway for your future respond to a futuristic narrative in the target language write a general journal entry on your dreams and aspirations role-play a conversation between a union member and an employer relating to changes in the workforce write a letter to the union on unsatisfactory working conditions and suggest solutions identify yourself as the opposite gender and present your arguments for promotion present a talk of the advantages and disadvantages of part-time work/working from home you are a un representative: prepare an introductory talk on the suggested topics while other students take notes and prepare questions (audience) write a general journal entry on your dreams and aspirations write an article reflecting on traditional/contemporary and future trends on the job market students research the life and time of writers and the relation between their lives and books persuade other students to form a club (e.g. non smokers, obesity) research one of the above topics and write an article for group magazine read a newspaper or magazine article, write a letter to the editor expressing your opinion research and talk about the phenomenal economic development in China and how it has affected the chinese people 65 Board Endorsed December 2014 translate and interpret articles related to being an individual analyse and respond to literature in chinese watch and discuss video / dvd related to issues in society and literary works write summaries of literary texts Suggested Assessment Tasks for The Individual and Surroundings: The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. Speaking debate or discuss on the attitude of modern youth, their opportunities and their leisure time discuss young people facing more challenges today participate in a simulated application interview for a scholarship or work Writing compare your opportunities with those of other generations research and discuss in your essay the educational objectives in both your country and Australia, and the links between educational performance, qualifications, job market and salary scales follow news broadcasts on economic issues in Chinese and write a journal entry write a creative response to Chinese general and literary texts follow news broadcasts on economic issues in Chinese and write a journal entry write an article on your findings from your journal entry watch a video on the taking over of Hong Kong and write a report Responding watch and respond to a film and write a film review read articles on McDonald’s and kfc and write an essay on the impact of these fast food outlets on china comprehend a passage related to the theme of the unit interpret and translate texts related to the above topics appreciate and respond to selected literary texts comment on the theme, plot, and characters of literary texts Community and Entertainment The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. discuss the differences of the food in China and Australia; in the Chinese culture food is often related to legends. give a talk on how certain chinese foods are related to particular legends understand the recipes of western food and try to cook australian food bring a selected piece of chinese music or song etc to the class and explain why this piece appeals 66 Board Endorsed December 2014 read a range of material from different genres including articles from print media, novels, short stories and poetry students research the life and time of writers and the relation between their lives and books as a group research different genres of music/art/architecture and present your findings research different architectural styles and prepare a quiz for the class write a short skit or play on a specific theme and present it to the class predict or change the ending of a short story and role play it for the class view a film of your choice and write a review/critique find a piece of art and research its background visit the art gallery and prepare a talk on a painting/ sculpture of your choice organise book group for students and discuss books that will be read for a month comparison of pop music in china and australia and conduct a class concert for amusement discuss traditional chinese painting invite a chinese painter to conduct a hands-on workshop to try chinese painting in class discuss modern arts in china and western world students prepare their own class news bulletin after watching one on chinese tv students select a topic and examine its treatment in a number of newspapers comment on the political events of the day in china and compare it with the australian news coverage watch current sbs news reports/ bulletins and comment identify the issues as presented in the headlines of the daily newspaper and news reports and compare news in language a with the news in language b identify an issue that concerns you and write a letter to the editor comment on the way in which china is reported in the australian press and australia is reported in chinese press and discuss the issues of censorship, perception and stereotype create a controversial advertisement view a film of your choice and write a review/critique discussion of the themes, plot, acting, camera work and sound track in a film comparison of a chinese film with an english film analyse and respond to literature in the target language translate and interpret articles related to “my community” watch and discuss video / dvd related to issues in society and literary works write an essay on diverse aspects of literature write summaries of literary texts 67 Board Endorsed December 2014 Suggested Assessment Tasks for Community and Entertainment: The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. Speaking sing a chinese song and talk about the composer of the song, and the meaning of this song present an oral presentation of a movie review writing write about your views after a visit to an arts exhibition write creative responses to chinese general and literary texts Responding read articles on Mcdonald’s and kfc and write an essay on the impact of these fast food outlets on China comprehension a passage related to the theme of the unit comment on social and political issues in your community research the effects of modern technology on mass communication in china do research on the development of the Asian film industry watch a Chinese movie and write a film review write a movie review about a film translation of selected paragraphs comment on the theme, plot, and characters of literary texts Community and Health The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. discuss the medical insurance systems in China and Australia talk about the different management skills to look after sick students at emergency in chinese and australian schools discuss the cultural clashes because of different opinions on health issues in cross cultural communication brainstorm a number of points for a healthy life style discuss the health crisis such as depression prepare some data and come to class to discuss the different disasters in different countries debate on the benefits and side effect of generic engineering and euthanasia translate and interpret articles related to “community and health” analyse and respond to literature in the target language watch and discuss video / dvd related to issues in society and literary works write summaries of literary texts 68 Board Endorsed December 2014 Suggested Assessment Tasks for Community and Health: The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. Speaking discuss the impact of a major disaster. how did the international community help the countries affected present an oral presentation about the medical systems in china and australia Writing write a summary about how to challenge the health problems conduct and survey and write a research report about the medical insurance in australia and china write about how to use media in business Responding newspaper articles or video on a major disaster. questions on the article and translation. comprehend a passage related to the theme of the unit interpret and translate selected texts comment on the theme, plot, and characters of literary texts Travel and Consumerism The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. write a short skit or play on a specific theme such as hospitality and present it to the class; create a controversial travel brochure/ article on china expressing how tourism influenced the native culture make a video to promote tourism in a particular place in china or australia write an article on your findings from your journal entry students read through a variety of articles on the environment in both english and chinese and make a glossary of environmental terms students discuss environmental issues in the world today and how to cope with them analyse and respond to literature in the target language translate and interpret articles related to “the world around me” analyse and respond to literature in the target language watch and discuss video / dvd related to issues in society and literary works write summaries of literary texts 69 Board Endorsed December 2014 Suggested Assessment Tasks for Travel and Consumerism: The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. Speaking discuss advantage and disadvantage of a tourist destination. compare capital cities between beijing and canberra or sydney and shanghai. students discuss current political issues in the world today and suggest how to cope with them. view and respond to documentaries and films in oral or written form. Writing design a city plan for a new city. write a narrative about your work experience in hospitality positions. write a diary for a three-day visit to a significant tourist destination. read, view and respond to a variety of authentic narratives and give your opinion/ write diary entry. write an essay on the impact of population growth in the world. Responding write an in-class essay about a city according to photos or postcards (e.g. canberra, beijing, shanghai, sydney). comment on the theme, plot, and characters of literary texts. write a letter to a travel magazine about a travel destination. comprehension: an article on the environment. questions and translation. Education and Environment The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. research the education system in the country of the target language and compare and contrast it with the australian system research and discuss in your essay the educational objectives in both your country and australia, and the links between educational performance, qualifications, job market and salary scales describe a machine (e.g. a car) which is driven by solar/alternative forms of energy research different sources and publish an article preparing a tourist for a visit with the focus on eco-tourism or polluted environments/countries discuss advantages and disadvantages of studying abroad interview an elderly member of your ethnic community in relation to recycling research the education system in the country of the target language and compare and contrast it with the australian system 70 Board Endorsed December 2014 having experienced the education system in your own country and australia, write an essay comparing the two systems listen to media broadcasts related to topics studied and give a critical response students collect information from diverse organisations (world environment organisation, greenpeace, csiro) and write a petition to politicians students compare and contrast environmental issues in australia and other countries students exchange opinions on the pros and cons of different environmental issues respond to a range of political cartoons relating to environmental problems, global changes organise a demonstration against globalisation and prepare a speech, posters, jargons and banners flagging the issue translate and interpret articles related to “the world around me” analyse and respond to literature in the target language watch and discuss video / dvd related to issues in society and literary works write summaries of literary texts Suggested Assessment Tasks for Education and Environment: The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. Speaking role-play an interview in pairs between an animal pleading with a human being to save its environment discuss how modern technology has contributed to globalisation compare the different attitudes of people from different countries when confronted with environmental issues conduct a seminar on pollution, recycling, conservation, etc role-play a debate between an endangered species and politicians about saving the environment students discuss current political issues in the world today and suggest how to cope with them discuss how modern technology has contributed to globalisation write a speech against globalisation view and respond to documentaries and films in oral or written form Writing read, view and respond to a variety of authentic narratives and give your opinion/ write a diary entry having experienced the education system in your own country and australia, write an essay comparing the two systems comment on the global education trends students read through a variety of articles on the environment in both English and Chinese and make a glossary of environmental terms students discuss environmental issues in the world today and how to cope with them 71 Board Endorsed December 2014 research and discuss in your essay the educational objectives in both your country and Australia, and the links between educational performance, qualifications, job market and salary scales having experienced the education system in your own country and australia, write an essay comparing the two systems write a speech against globalisation Responding comprehension: an article on the environment. questions and translation read newspaper articles or watch a video on environment issues and write a report. comment on the global education trends comment on the theme, plot, and characters of literary texts Festivals and Customs The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. research the origin of significant festivals and legends and compare them to aboriginal legends organise book group for students and discuss books that will be read for a month watch and discuss video/dvd about chinese culture and history translate and interpret articles related to “chinese culture and traditions” analyse and respond to literature in the target language write an essay on diverse aspects of literature watch and discuss video / dvd related to issues in society and literary works write summaries of literary texts Suggested Assessment Tasks for Festivals and Customs: The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. Speaking research and talk about the old traditions observed in China, Hong Kong, Taiwan and Singapore and the impact of the Cultural Revolution in China discuss and make a comparison of the customs and traditions between China and Australia interview between the teacher and the students on the customs and traditions between China and Australia, and cross-cultural communication Writing write an in-class essay about cross-cultural communication write about Chinese or Australian culture write about the aboringinal culture 72 Board Endorsed December 2014 Responding comprehension: read chinese, western and aboriginal legends and discuss these legends comment on the theme, plot, and characters of literary texts Tradition and Culture The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. discuss the term multiculturalism in the Australian and the Chinese context identify the impact of Chinese immigration on Australia translate and interpret articles related to “Chinese culture and tradition” analyse and respond to literature in the target language watch and discuss video / dvd related to issues in society and literary works write summaries of literary texts Suggested Assessment Tasks for Tradition and Culture: The suggested teaching activities assessment tasks are not Board endorsed. Assessment for T courses must enable students to demonstrate higher order thinking skills. Speaking discuss and make a comparison of the customs and traditions between China and Australia. interview between the teacher and the students on the customs and traditions between China and Australia, and cross-cultural communication research the teachings of confucius on relationships in a chinese society and make an oral presentation to the class make a news item and broadcast it to the class Writing write an in-class essay about cross-cultural communication create a story/ poem on migration issues write a family history showing family migration Responding write literary summaries about stories of migrants in Australia write comments on the history of Australian Chinese migrants 73 Board Endorsed December 2014 Appendix B – Common Curriculum Elements Common curriculum elements assist in the development of high quality assessment tasks by encouraging breadth and depth and discrimination in levels of achievement. Organisers Elements Examples create, compose and apply apply ideas and procedures in unfamiliar situations, content and processes in non-routine settings compose oral, written and multimodal texts, music, visual images, responses to complex topics, new outcomes represent images, symbols or signs create creative thinking to identify areas for change, growth and innovation, recognise opportunities, experiment to achieve innovative solutions, construct objects, imagine alternatives manipulate images, text, data, points of view justify arguments, points of view, phenomena, choices hypothesise statement/theory that can be tested by data extrapolate trends, cause/effect, impact of a decision predict data, trends, inferences evaluate text, images, points of view, solutions, phenomenon, graphics test validity of assumptions, ideas, procedures, strategies argue trends, cause/effect, strengths and weaknesses reflect on strengths and weaknesses synthesise data and knowledge, points of view from several sources analyse text, images, graphs, data, points of view examine data, visual images, arguments, points of view investigate issues, problems sequence text, data, relationships, arguments, patterns visualise trends, futures, patterns, cause and effect compare/contrast data, visual images, arguments, points of view discuss issues, data, relationships, choices/options interpret symbols, text, images, graphs explain explicit/implicit assumptions, bias, themes/arguments, cause/effect, strengths/weaknesses translate data, visual images, arguments, points of view assess probabilities, choices/options select main points, words, ideas in text reproduce information, data, words, images, graphics respond data, visual images, arguments, points of view relate events, processes, situations demonstrate probabilities, choices/options describe data, visual images, arguments, points of view plan strategies, ideas in text, arguments classify information, data, words, images identify spatial relationships, patterns, interrelationships summarise main points, words, ideas in text, review, draft and edit analyse, synthesise and evaluate organise, sequence and explain identify, summarise and plan 74 Board Endorsed December 2014 Glossary of Verbs Verbs Definition Analyse Consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences Apply Use, utilise or employ in a particular situation Argue Give reasons for or against something Assess Make a Judgement about the value of Classify Arrange into named categories in order to sort, group or identify Compare Estimate, measure or note how things are similar or dissimilar Compose The activity that occurs when students produce written, spoken, or visual texts Contrast Compare in such a way as to emphasise differences Create Bring into existence, to originate Demonstrate Give a practical exhibition an explanation Describe Give an account of characteristics or features Discuss Talk or write about a topic, taking into account different issues or ideas Evaluate Examine and judge the merit or significance of something Examine Determine the nature or condition of Explain Provide additional information that demonstrates understanding of reasoning and /or application Extrapolate Infer from what is known Hypothesise Put forward a supposition or conjecture to account for certain facts and used as a basis for further investigation by which it may be proved or disproved Identify Recognise and name Interpret Draw meaning from Investigate Plan, inquire into and draw conclusions about Justify Show how argument or conclusion is right or reasonable Manipulate Adapt or change Plan Strategies, develop a series of steps, processes Predict Suggest what might happen in the future or as a consequence of something Reflect The thought process by which students develop an understanding and appreciation of their own learning. This process draws on both cognitive and affective experience Relate Tell or report about happenings, events or circumstances Represent Use words, images, symbols or signs to convey meaning Reproduce Copy or make close imitation Respond React to a person or text Select Choose in preference to another or others Sequence Arrange in order Summarise Give a brief statement of the main points Synthesise Combine elements (information/ideas/components) into a coherent whole Test Examine qualities or abilities Translate Express in another language or form, or in simpler terms Visualise The ability to decode, interpret, create, question, challenge and evaluate texts that communicate with visual images as well as, or rather than, words 75 Board Endorsed December 2014 Appendix C: Table of Integrated Themes The Individual’s Experience Theme Unit Beginning Continuing Advanced The individual My family and neighbourhood Relationship & family issues Relationship & family issues and family Translation & Literature Work Personality The individual and surroundings My home Weather Directions Geography Future aspirations and career choices Economic development Translation & literature Society and Community Community and entertainment Community and health Daily life Food Food and sports culture Eating and entertainment Entertainment Music and arts Media Media and film studies Technology Translation & literature Appearance Fashion Health and life style issues Health Health Medical systems Life education Translation and Literature The World Around Us Travel and consumerism Holiday plans, travelling and shopping Consumerism Consumerism Travel and organisation Travel destinations Tourism and hospitality Translation and literature Education and environment School Education Educational systems Environment Environment Environmental issues Globalization Globalization Translation and Literature Lifestyle and Traditions Festivals and customs Festivals Festivals Chinese philosophy & history Visiting Chinese traditions Traditions and customs Translation and literature Traditions and culture Traditions and politeness Cross-cultural communication Cross-cultural communication Migration Multiculturalism Translation and literature 76
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