VCE Chinese Language, Culture and Society
Units 1 and 2: 2017–2021
ADVICE FOR TEACHERS
Authorised and published by the Victorian Curriculum and Assessment Authority
Level 1, 2 Lonsdale Street
Melbourne VIC 3000
ISBN: 978-1-925264-78-4
© Victorian Curriculum and Assessment Authority 2017
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VCE Chinese Language, Culture and Society
Units 1 and 2: 2017–2021
ADVICE FOR TEACHERS
Contents
Introduction ................................................................................................................................... 4
Administration .............................................................................................................................. 4
Developing a program .................................................................................................................. 4
Main characteristics of common text types .................................................................................. 5
Main characteristics of different kinds of writing ........................................................................ 10
Learning activities ...................................................................................................................... 17
Unit 1 ........................................................................................................................................ 17
Unit 2 ........................................................................................................................................ 24
Appendix 1: Employability skills ............................................................................................... 31
VCE Chinese Language, Culture and Society
Units 1 and 2: 2017–2021
ADVICE FOR TEACHERS
Introduction
The VCE Chinese Language, Culture and Society Advice for teachers provides curriculum
and assessment advice for Units 1 and 2. It contains advice for developing a course with
examples of teaching and learning activities and resources for each unit.
The course developed and delivered to students must be in accordance with Units 1 and 2 in
the VCE Chinese Language, Culture and Society Study Design Units 1 and 2: 2017–2021;
Units 3 and 4: 2018–2021.
Administration
Advice on matters related to the administration of Victorian Certificate of Education (VCE)
assessment is published annually in the VCE and VCAL Administrative Handbook. Updates
to matters related to the administration of VCE assessment are published in the VCAA
Bulletin.
Developing a program
The program outlines the nature and sequence of teaching and learning necessary for
students to demonstrate achievement of the set of outcomes for a unit. The areas of study
describe the learning context and the knowledge and skills required for the demonstration of
each outcome.
Teachers should use the study design and this advice to develop a program that includes
appropriate learning activities to enable students to develop the knowledge and skills
identified in the outcomes in each unit.
Study specific design features
Area of study 1 in each unit of this study relates to the strand, Culture and Society in
Chinese-speaking Communities, which requires student research and performance in
English on topics related to the area of study. Areas of study 2 and 3 relate to the strand,
Chinese Language, which covers Listening and speaking in Chinese and Reading and
writing in Chinese.
Teachers should develop courses that include appropriate learning activities to enable
students to develop the knowledge and skills identified in the area of study in each unit.
In the Culture and Society in Chinese-speaking Communities strand, students engage in
activities that enable them to evaluate source material, and develop and express views in
English on the relationships between language, culture and society, and cultural issues
related to the areas of study in each unit.
In the Chinese Language strand, teachers should ensure that students are provided with
receptive experiences in Chinese, as well as activities which encourage purposeful language
production and use across the skills of listening, speaking, reading, writing and cultural
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ADVICE FOR TEACHERS
awareness through language. A focus on vocabulary, grammatical structures, and other
elements of language is also necessary for effective student learning.
Organising the learning and assessment
Adopting a specific organisational focus may be helpful in planning and sequencing learning
activities and assessment tasks, and the content associated with them. Themes and topics,
a text type, a skill or a text can all serve as effective organisational focuses for activities.
Activities can be organised in a range of ways that ensures that across Units 1 and 2
students can access learning that addresses the prescribed topics. Within the learning focus
for each unit, students should experience a wide range of texts, text types and kinds of
writing.
Main characteristics of common text types
The following characteristics of common text types are provided as a guide. They are not
intended to be definitive, but include some of the main features of the more common text
types.
Text type
Identifiable features
Advertisement
Sponsored, non-personal message to promote or sell a product, service or
idea; topic or product name, persuasive content, persuasive register,
style, layout
Application form
Generally a form that asks questions and must be filled out to assist in the
completion of a process, such as gaining employment or a visa; single
word and short sentence answers, formal and precise style with some
stylised language; may require an accompanying cover letter (formal)
Article
(magazine)
Topic of interest; headline, by-line, informative and interpretive content,
author; register, style and layout suited to audience; may include
illustrations
Article
(newspaper)
News item on specific or general interest topic; headline, place, date,
informative and other content, author; register, style and layout suited to
audience; may include illustrations
Biography
Description of a person’s life and experiences, non-fiction; title (of person),
formal or semi-formal style; usually in chronological order; may include
reflections
Blog post
Single topic item; informal style, brief content; may be informative,
personal or reflective writing; posts in reverse chronological order
Brochure
Guide
Folded handout promoting or describing a service, location, activity or
item; headings, sub-headings, short text items or captions with
illustrations; persuasive and informative language; may use jargon and
include maps or directions
Cartoon
Non-realistic image or series of images; title, author, content (story telling),
captions (often humorous); may use stylised language and onomatopoeia
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Conversation
Discussion
Interactive oral communication between two or more people; greetings,
focus or content; sharing of views, verbal and non-verbal cues,
maintenance of interaction, farewells; level of formality reflects
relationships between participants
Debate
Oral formal or semi-formal persuasive discussion of an issue; participants
present opposing positions; topic, statement of position on issue, content
that supports position, using evidence or data, logical arguments, turn
taking, conclusion
Diary entry
Short record of the events of a day; a series of entries is made up of
discrete pieces of writing; may include personal reflections, thoughts and
feelings; personal writing with writer as audience; informal style, formulaic
expressions and format
Email
Note
Message
Personal written communication, may be brief; date, salutation, body
(content, message), farewell, sign off; informal register, style and layout;
may include stylised language, pictures, emoji
Film
Recorded visual and audio presentation, fiction or non-fiction
documentary; title, credits, structure (storyline, logical ordering), content
including cultural elements, end credits; register and style reflects
character roles or story elements
Graph or chart
(see graph or diagram)
Graphical and symbolic representation of data; compares items or
qualities; heading, sub-headings, labels, visual illustration; uses simple
and precise text; examples include pie charts, bar graphs, line chart
Graph or diagram
(see graph or chart)
Symbolic and organised representation of information; shows
relationships between items; heading, sub-headings, labels; uses visual
illustrations or construct; uses simple and precise text; examples include
mind map, Venn diagram, flowchart
Instructions
A list of steps required to complete an action or a process; logical format
and ordering of information; heading, sub-headings, numbered or point
form stages; informative writing, may use abbreviated language; may be
accompanied by illustrations; examples include recipes, assembly
instructions, game rules
Invitation
Written text requesting the company of the recipient at an event; often in
letter form and written in third person; may use formal or informal
language, depending on the event; must include essential information
about the event and methods for confirming attendance; often attractively
presented
Journal entry
Record of events or personal reflections, thoughts and feelings at a
particular time; entries are extended and detailed, may be infrequent
(weekly, monthly); personal writing with writer as audience; informal style,
may use formulaic expressions and format
Letter
(business, letter to the editor –
formal)
Written text such as a letter, an email or a web post; purpose (to provide
complaint, comment, opinion, information), address, date, reference
number or equivalent, salutation, greeting, body (content), farewell, sign
off; register and style suited to persuasive or informative writing and
audience
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Letter
(personal – informal)
Written text such as a letter, an email, a web post; personal style and
content (sharing opinions, experiences, values, information,
arrangements); address, date, salutation, greeting, body (content),
farewell, sign off; register, style and layout informal, may include some
stylised language, pictures or emoji
List
(menu, shopping, price)
Record of discrete items; content may be organised in a non-methodical
order (shopping list), with similar items grouped (menu) or according to
criteria (price list); informative writing with emphasis on visual clarity; may
use headings, sub-headings and illustrations; single word or brief
sentences, informal or semi-formal style, determined by audience
Map
(geographical, street map, legend)
Visual representation of the relationship between features of a space or
an area, such as a region, suburb or train system; heading, sub-headings,
labelling; includes scope, scale, orientation, essential information to show
clear relationships between features; uses naming and labelling and
illustration conventions, may use abbreviated language
Memo
Short written message or note; name of recipient, informative content,
sign off; informal and abbreviated language and style
Notice
Short text designed to share important information; logical organisation of
content and inclusion of essential information for audience; emphasis on
visual clarity; may use headings, sub-headings and illustrations; single
word or brief sentences, informal or semi-formal style, determined by
audience
Photograph
Created image based on reality, but may include modifications for effect or
audience manipulation; may include captions
Plan
Itinerary
Written order of actions to achieve an outcome; title, date, sub-headings,
content usually chronologically structured and factual, may include
allocation of roles; may be presented in point form, chart or table;
abbreviated style
Play
Group oral, kinetic and visual performance, based on a storyline and
script, one or more acts; style and register varies with roles; entertains,
suited to audience
Poem
Spoken or written literary form; may use rhythmic qualities of language,
conveys meaning and/or emotion; culturally specific forms, structures,
styles, conventions and devices; may use literary style or specialised
vocabulary and expression
Postcard
Thick card with picture for posting without an envelope; personal style and
content; brief and concise message; address of recipient, date, greeting,
body (content may comment on picture on postcard), farewell, sign off;
register, style and layout informal, may include some stylised language
Poster
Single sheet display format suited to advertising, notices or reproductions;
informative, designed to gain attention, convey a message or present an
image; may include text and/or graphic elements; minimal text, headings,
style varies depending on audience
Profile (personal)
Description of a person or group; title (name of person or group), content
(factual information), headings/sub-headings; lists items in brief language
snippets, register suited to audience; may be presented in point form or
table
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Public announcement
Oral media message to public; greeting, topic, essential information,
repetition of important points, farewell; formal or semi-formal style
Public notice
Oral or written media message to public; usually an announcement or a
consultation by a government or organisation; topic or issue, essential
information, repetition of important points, methods for responding as
required; formal or semi-formal style
Questionnaire
Survey form
Forms used for data collection, usually from a sample of the population;
requires responses to questions focused on a topic or an issue; topic,
purpose, headings and sub-headings, content in logical order; requires
single word or short sentence answers, formal or semi-formal and precise
style with some stylised language
Report
(newspaper)
News item
Written or oral presentation providing current information on a topic;
heading, sub-heading or by-line, place, date, author, introduction, content,
conclusion; content logically structured and informative, uses evidence,
may include visual elements; register and style suited to audience
Report
(factual)
Evidence-based written text, presents a range of views on a topic; topic,
structure (introduction, content, conclusion), author; may include charts,
tables, illustrations to support text; evaluative style and register suited to
the specified audience
Report
(supporting a position)
Written text presenting a preferred view on a topic; topic, structure
(introduction, content, conclusion), author; use of evidence, may include
charts, tables, illustrations to support position; persuasive style and
register suited to the specified audience
Script
(for speech, dialogue)
Written preparation for oral presentation (speech, act, play, performance,
narration); title, topic, introduction, content, salutation; structure, register
and style to suit oral text, may require development of roles or recorded
direct speech
Song lyrics
Lyrics set to music; title, artist, structure (verse and chorus, traditional or
modern forms, as appropriate); culturally specific forms, styles,
conventions and devices; may use stylised language
Speech
Oral presentation to a specified audience; may aim to entertain or provide
information, views, ideas or storytelling; style reflects topic, context and
purpose of presentation; may be accompanied by visual materials to
support or illustrate points being made; introduction of speaker and
greeting, introduction to topic, content, conclusion and farewell; may
include question and response opportunities
Story
Short story
Written or spoken text representing a real or an imagined sequence of
events; title, structure (beginning, body, end); content includes message
conveying values, knowledge, ideas and/or cultural elements, conclusion;
language style and format suited to the audience (adults, children), may
use formulaic expressions and language, may include illustrations
Summary
Rewritten information in a brief form (message, notes), retains meaning of
original text, often for personal reference; title, sub-headings; may be
presented in point form, chart or table; informal style
Table
Written information presented in table layout; often in abbreviated form,
shows qualities, quantities or relationships between items; title, sub-title
(indicating scope or purpose of content), headings, sub-headings, content;
register suited to audience
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Text message
Short written electronic message; name of recipient, content, sign off;
informal, abbreviated language and style, may use acronyms or
expressions specific to electronic communication; may contain images,
video, sound, emoji
Travel guide
Brochure or booklet describing a service, location or activity; headings,
sub-headings, text items or captions with illustrations, maps or directions;
informative language, style suited to potential audience
Video clip
Short recorded visual and audio presentation; may include title, credits,
structure, content including cultural elements; register and style reflects
authorship and potential audience; may aim to persuade, entertain or
share information
Main characteristics of different kinds of writing
Area of Study 3 in each of Units 1 and 2 requires students to write in Chinese. The following
descriptions outline the main characteristics of three different kinds of writing. Note: this is a
guide only; students would not be expected to include all aspects in their writing.
Personal writing in Chinese:
 creates a sense of person/personality for the writer in the reader’s mind.
 establishes a relationship/an intimacy/an empathy between the writer and the reader.
 usually employs first and/or second person; subjective; informal, familiar style/register;
often includes emotive language.
 emphasises ideas, opinions, feelings and impressions, rather than factual, objective
information.
 in reflective writing, uses the act of writing to help the author understand and unravel
his/her own feelings or ideas.
 may, in certain contexts, use contracted language, such as is used in speech.
Imaginative writing in Chinese:
 manipulates the reader’s response to the piece to create the desired impression or
response; has a strong visual and/or emotional appeal.
 usually creates a strong sense of context (physical surroundings and atmosphere) and
situation.
 normally includes description (person, place, emotion, atmosphere), so careful selection
of language such as adjectives and adverbs is important.
 uses techniques such as variation in sentence length, juxtaposition of different sentence
lengths, careful control of structure and sequencing to add to the overall effect by creating
the desired atmosphere or conveying the required emotion.
 may break normal sequencing for added impact, such as in a flashback or in a final
disclosure, which puts a different interpretation on preceding passages.
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Informative writing in Chinese:
 aims to convey information from the writer to the reader as clearly, comprehensively and
accurately as possible.
 usually uses objective style and impersonal expressions, although the writer may use an
informal style to establish a relationship of ‘friendly helper’ with the reader.
 normally has no particular point of view to convey; if a point of view is involved, the writing
becomes either persuasive (aiming to convert the reader to a particular point of view or
attitude in order to convince him or her to act or respond in a certain way) or evaluative
(aiming to weigh two or more items/ideas in order to convince the reader rationally and
objectively that a particular point of view is correct).
 generally uses facts, examples, explanations and analogies, and sometimes uses
statistical information, quotations and references, as evidence.
 chooses language, structure and sequence to make the message clear and
unambiguous, so the sequencing of information is usually logical and predictable.
 probably uses few adjectives, adverbs and images, except as examples or analogies in
explanation.
Use of information and communications technology
In designing courses and developing learning activities, teachers should make use of
applications of information and communications technology and learning technologies, such
as computer-based learning and multimedia, where appropriate and applicable to teaching
and learning activities.
In considering the suitability of applications for learning activities in the delivery of language
courses, teachers may find the following applications useful.
Language learning applications
Students access:
 on the school intranet: homework, work sheets, resources (including audio files and
interactive software), class blog, podcasts, language learning apps, curriculum
statements, sample tasks, web links, sample examinations
 online learning, such as reading or listening comprehension tasks, grammar and
vocabulary building tasks, pronunciation drills, script programs
 email discussion groups or supervised class blogs with targeted groups of young people
 commercially available products that offer language exercises, practice or reading
materials
 video conferencing with students from other schools where the language is taught or in a
country where the language is spoken.
Students develop their:
 vocabulary database
 word-processing skills in Chinese.
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Information gathering
Students research:
 statistics on a specific topic in relation to different age groups and gender
 information related to a specific lifestyle issue, public opinion, theme or topic in countries
where Chinese is spoken
 biographical data relating to famous singers, bands, artists, historical figures and
sportspeople
 features of fairy tales, legends, common characters and themes, terminology and special
language used
 speakers of Chinese in Australia, their life and contribution to society
 websites from countries where Chinese is spoken; for example, Webcams, school
websites, venues, services
 newspapers and journals in Chinese
 online dictionaries.
Students also:
 check spelling and grammar for written tasks
 use instructions in Chinese to install, construct or use a product.
Presentation applications
Students use information and communications technology to:





create animations and multimedia presentations
prepare presentations and visual materials
take notes in class or word process in Chinese
use communication media
email tasks to the teacher from home or from the classroom.
Topics for each of the strands
The following are suggestions for teaching for each of the topics in the strands of this study.
Teachers may wish to focus on one or more of these suggestions for each area of study in a
unit. These topics may be expanded to include other aspects or teachers might choose other
aspects of these topics, depending on how closely they can be linked to the required
learning for the unit.
The VCE Chinese Language, Culture and Society study design, page 9, list the topics for
each strand.
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Assessment
Assessment is an integral part of teaching and learning. At the senior secondary level it:




identifies opportunities for further learning
describes student achievement
articulates and maintains standards
provides the basis for the award of a certificate.
As part of VCE studies, assessment tasks enable the demonstration of the achievement of
an outcome or set of outcomes for satisfactory completion of a unit.
The following are the principles that underpin all VCE assessment practices. These are
extracted from the VCAA Principles and guidelines for the development and review of VCE
Studies published on the VCAA website.
VCE assessment
will be valid
This means that it will enable judgments to be made about demonstration of the
outcomes and levels of achievement on assessment tasks fairly, in a balanced way and
without adverse effects on the curriculum or for the education system. The overarching
concept of validity is elaborated as follows.
VCE assessment
should be fair and
reasonable
Assessment should be acceptable to stakeholders including students, schools,
government and the community. The system for assessing the progress and
achievement of students must be accessible, effective, equitable, reasonable and
transparent.
The curriculum content to be assessed must be explicitly described to teachers in each
study design and related VCAA documents. Assessment instruments should not assess
learning that is outside the scope of a study design.
Each assessment instrument (for example, examination, assignment, test, project,
practical, oral, performance, portfolio, presentation or observational schedule) should
give students clear instructions. It should be administered under conditions (degree of
supervision, access to resources, notice and duration) that are substantially the same
for all students undertaking that assessment.
Authentication and school moderation of assessment and the processes of external
review and statistical moderation are to ensure that assessment results are fair and
comparable across the student cohort for that study.
VCE assessment
should be
equitable
Assessment instruments should neither privilege nor disadvantage certain groups of
students or exclude others on the basis of gender, culture, linguistic background,
physical disability, socioeconomic status and geographical location.
Assessment instruments should be designed so that, under the same or similar
conditions, they provide consistent information about student performance. This may be
the case when, for example, alternatives are offered at the same time for assessment of
an outcome (which could be based on a choice of context) or at a different time due to a
student’s absence.
VCE assessment
will be balanced
The set of assessment instruments used in a VCE study will be designed to provide a
range of opportunities for a student to demonstrate in different contexts and modes the
knowledge, skills, understanding and capacities set out in the curriculum. This
assessment will also provide the opportunity for students to demonstrate different levels
of achievement specified by suitable criteria, descriptors, rubrics or marking schemes.
Judgment about student level of achievement should be based on the results from a
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variety of practical and theoretical situations and contexts relevant to a study. Students
may be required to respond in written, oral, performance, product, folio, multimedia or
other suitable modes as applicable to the distinctive nature of a study or group of
related studies.
VCE assessment
will be efficient
© VCAA 2017
The minimum number of assessments for teachers and assessors to make a robust
judgment about each student’s progress and learning will be set out in the study design.
Each assessment instrument must balance the demands of precision with those of
efficiency. Assessment should not generate workload and/or stress that unduly diminish
the performance of students under fair and reasonable circumstances.
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Scope of tasks
In all VCE studies assessment tasks must be a part of the regular teaching and learning
program and must not unduly add to the workload associated with that program. They must
be completed mainly in class and within a limited timeframe.
Points to consider in developing an assessment task:
1. List the key knowledge and key skills.
2. Choose the assessment task from the range of options listed in the study design. It is
possible for students in the same class to undertake different options; however, teachers
must ensure that the tasks are comparable in scope and demand.
3. Identify the qualities and characteristics that would be present in a student response and
design the criteria and a marking scheme.
4. Identify the nature and sequence of teaching and learning activities to cover the key
knowledge and key skills outlined in the study design and provide for different learning
styles.
5. Decide the most appropriate time to set the task. This decision is the result of several
considerations including:
 the estimated time it will take to cover the key knowledge and key skills for the
outcome
 the possible need to provide a practice, indicative task
 the likely length of time required for students to complete the task
 when tasks are being conducted in other studies and the workload implications for
students.
Units 1 and 2
The student’s level of achievement in Units 1 and 2 is a matter for school decision.
Assessments of levels of achievement for these units will not be reported to the VCAA.
Schools may choose to report levels of achievement using grades, descriptive statements or
other indicators.
In each VCE study at Units 1 and 2, teachers determine the assessment tasks to be used for
each outcome in accordance with the study design.
Teachers should select a variety of assessment tasks for their program to reflect the key
knowledge and key skills being assessed and to provide for different learning styles. Tasks
do not have to be lengthy to make a decision about student demonstration of achievement of
an outcome.
A number of options are provided in each study design to encourage use of a broad range of
assessment activities. Teachers can exercise great flexibility when devising assessment
tasks at this level, within the parameters of the study design.
There is no requirement to teach the areas of study in the order in which they appear in the
units in the study design.
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Assessment tasks provide teachers with the opportunity to:





select from the designated assessment task/s in the study design
develop and administer their own assessment program for their students
monitor the progress and work of their students
provide important feedback to the student
gather information about the teaching program.
Teachers should design an assessment task that is representative of the content (key
knowledge and key skills underpinning the outcome) and allows students the opportunity to
demonstrate the highest level of performance. It is important that students know what is
expected of them in an assessment task. This means providing students with advice about
the outcome’s key knowledge and key skills to be assessed. Students should know in
advance how and when they are going to be assessed and the conditions under which they
will be assessed.
Assessment tasks should be part of the teaching and learning program. For each
assessment task students should be provided with the:
 type of assessment task as listed in the study design and approximate date for
completion
 time allowed for the task
 allocation of marks
 nature of any materials they can utilise when completing the task
 information about the relationship between the task and learning activities as appropriate.
Following an assessment task:
 teachers can use the performance of their students to evaluate the teaching and learning
program
 a topic may need to be carefully revised prior to the end of the unit to ensure students
fully understand the key knowledge and key skills required
 feedback provides students with important advice about which aspect or aspects of the
key knowledge they need to learn and in which key skills they need more practice.
Authentication
Teachers should have in place strategies for ensuring that work submitted for assessment is
the student’s own. Where aspects of tasks for school-based assessment are completed
outside class time teachers must monitor and record each student’s progress through to
completion. This requires regular sightings of the work by the teacher and the keeping of
records. The teacher may consider it appropriate to ask the student to demonstrate their
understanding of the task at the time of submission of the work.
If any part of the work cannot be authenticated, then the matter should be dealt with as a
breach of rules. To reduce the possibility of authentication problems arising, or being difficult
to resolve, the following strategies are useful:
 Ensure that tasks are kept secure prior to administration, to avoid unauthorised release to
students and compromising the assessment. They should not be sent by mail or
electronically without due care.
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 Ensure that a significant amount of classroom time is spent on the task so that the
teacher is familiar with each student’s work and can regularly monitor and discuss
aspects of the work with the student.
 Ensure that students document the specific development stages of work, starting with an
early part of the task such as topic choice, list of resources and/or preliminary research.
 Filing of copies of each student’s work at given stages in its development.
 Regular rotation of topics from year to year to ensure that students are unable to use
student work from the previous year.
 Where there is more than one class of a particular study in the school, the VCAA expects
the school to apply internal moderation/cross-marking procedures to ensure consistency
of assessment between teachers. Teachers are advised to apply the same approach to
authentication and record keeping, as cross-marking sometimes reveals possible
breaches of authentication. Early liaison on topics, and sharing of draft student work
between teachers, enables earlier identification of possible authentication problems and
the implementation of appropriate action.
 Encourage students to acknowledge tutors, if they have them, and to discuss and show
the work done with tutors. Ideally, liaison between the class teacher and the tutor can
provide the maximum benefit for the student and ensure that the tutor is aware of the
authentication requirements. Similar advice applies if students receive regular help from a
family member.
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ADVICE FOR TEACHERS
Learning activities
Unit 1
It is not expected that students will undertake all of the example learning activities provided.
Teachers should ensure that the planned activities relate to the topic for the strand, meet the
needs of their students and the requirements of the study, and are appropriately resourced.
In Area of Study 1, the student responds in English. In Area of
Study 2 and Area of Study 3 the student is required to respond in Chinese. Over the course
of the unit, both oral and written skills in Chinese should be developed.
Area of Study 1: Family and education in China
Outcome 1:
Discuss and analyse, in
English, research about key
aspects of Chinese family
relationships and the
education system in modern
China.
Strand
Culture and Society in
Chinese-speaking
Communities
Topic
Chinese family culture, filial
relationships and education
Example text types in this
area of study
annotated article
article
audio program
broadcast
data chart
discussion
documentary
introduction
jigsaw activity
notes
PowerPoint presentation
report
speech
summary
video
Examples of learning activities
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view a video on Chinese family life and culture; take notes and identify
issues for further investigation
listen to spoken information on Chinese families and Chinese naming
conventions from a radio broadcast; take notes and compare
understandings in class
listen to a Chinese student introducing their family and discussing family
relationships; reflect on how this information correlates to other research
information on the topic
participate in a class discussion about features of Chinese families,
highlighting similarities and differences between family practices
participate in class discussions on the concept and tradition of filial piety,
including its origins and its influence on the upbringing and outlook of young
people
read the article ‘China’s little emperors—the children without siblings’ from
The Guardian newspaper (23.05.15); discuss the possible impact of the one
child policy on modern Chinese society and the Chinese economy
participate in a Jigsaw activity on naming practices in Chinese families, the
generational change in the extended family, and the social impact of the
former policy of one child families; identify and research aspects of the topic
requiring further understanding, in preparation for discussion and written
tasks
prepare a PowerPoint presentation summarising the Chinese family
structure, its evolution and its impact in modern China
read source materials from the Australian Institute of Family Studies about
Chinese family life and culture; extract information and make comparisons
with information sourced from the internet on the same topic
produce a brief informative article of 300 words in English for an Australian
audience, summarising the Chinese concept of family, kinship and filial
relationships and the influence of these concepts on young people
produce a magazine article of about 450 words for an Australian audience
explaining key aspects of Chinese family relationships and how these
aspects provide insights into Chinese-speaking communities
view a documentary on education in China; answer guide questions to
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ADVICE FOR TEACHERS
extract information about school life in China and the role of family in
education
listen to a recorded discussion or radio program on aspects of the
contemporary education system in China; take notes and identify areas for
further investigation
read online research reports on Chinese education and school life; identify
key points and make comparisons with information gained from other
sources
read an annotated article about how schooling in China reflects Chinese
cultural values; note the points raised and identify examples obtained from
other sources that support or dispute the interpretation put forward in the
article; identify and research aspects of the topic that require further
understanding in preparation for discussion and written tasks
participate in a class or group discussion on the traditional Chinese concept
of education and how it has influenced modern education in China; use
examples from China’s educational system, student routine, school subjects
and examinations, extra curricula activities and school communities to
support the views expressed
prepare a speech in English of 2 to 3 minutes comparing the school
systems and student life of a student in China and Australia, noting
similarities and differences
write a research report for an Australian audience on the education system
in modern China, explaining how it reflects Chinese cultural values; the
report should be about 450 words and written in English
Example learning activity sequence
The activities are sequenced to develop expertise in researching, analysing and presenting information, as well
as cultural understanding.
1. Create a research journal to record information, notes and bibliographic details gathered throughout the
area of study. Develop an ongoing glossary of the key terms and concepts that underpin an understanding
of the education system in China, such as Confucianism, self-cultivation, morality, enduring hardship, etc.
2. View a documentary about students’ experiences in the education system in modern China. Create profiles
of the individuals featured in the program, including their age, gender, whether they live in the city or
country, the type of school they attend and their experience of schooling.
3. Compare the various opinions of the people who appear on the program: What do they say about how the
education system has influenced Chinese society? As a class, debate whose point of view is the most
valuable or significant.
4. In pairs, research Confucianism and traditional Confucian ideas of education. Make a list of the ways in
which Confucianism has influenced the modern Chinese education system. Include examples to support
these points. Create a short 3- to 4-minute PowerPoint presentation to share findings with the class.
5. Research other traditional Chinese cultural values regarding education, such as ‘enduring hardship’.
Create a poster and give a short 4- to 5-minute presentation to share findings with the class.
6. Research the similarities and differences between schooling in city areas and schooling in country areas in
China. Create a poster with a Venn diagram to illustrate the findings. Where the two circles overlap, note in
dot points the characteristics of schooling that are the same in the city and in the country. In the circles on
either side, note aspects that are different.
7. Research the similarities and differences between public and private schooling in China, or single sex and
co-educational schooling in China. Create a matrix chart to collate the findings. Headings could include:
similarities and differences in the cost of schooling, in the curriculum offered, in the facilities and any other
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VCE Chinese Language, Culture and Society
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9.
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ADVICE FOR TEACHERS
important aspects.
Conduct research on such aspects of the education system in modern China as: school subjects; elective
and compulsory subjects; English language education in China; and senior secondary examinations.
Construct a table with four columns with the following headings: aspects, general information about this
aspect, reflections and comparisons with information gained from other sources, and the source where
information was found.
Conduct research into the various aspects of daily life for a typical school student in modern China,
including: student routine, extra-curricular activities and homework. Construct a table to collate the
information.
Read an article about ways in which schooling in China reflects Chinese cultural values. Note the main
points raised and compare and contrast these with examples obtained from other sources that support or
dispute the interpretation put forward in the article.
In pairs or small groups, examine the following example essay questions and create a draft plan for
developing an argument for each:
 In what ways has Confucianism influenced today’s Chinese education system?
 Chinese cultural values can be seen in every aspect of the modern education system in China.
 Filial piety and the Chinese education system are closely intertwined.
 Confucianism is a major influence on the Chinese examination system in schools.
 Senior secondary students in China are under more pressure than students in Australia. Fact or fiction?
Debate the following topic: ‘School students in rural areas of China have to work harder than those in city
areas.’ Teams arguing on both the affirmative and the negative sides must use evidence and examples
from the research gathered.
Write a magazine article that describes in detail one aspect of the education system in China, such as daily
life for students, extra-curricular activities, compulsory subjects, English language education, examinations
in China, city versus country schooling in China, types of schools in China, etc. In their article, students
should use examples and evidence found in the research gathered and evaluate the influence of
Confucianism or Chinese cultural values on that aspect of education in China. Include a bibliography.
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ADVICE FOR TEACHERS
Area of Study 2: Listening and speaking in Chinese
Outcome 2:
Examples of learning activities
Establish and maintain a
simple spoken exchange in
Chinese related to personal
experience of schooling and
family life in a Chinesespeaking community.
Strand
Chinese Language
Topic
Family and school life
Example text types in this
area of study
blog
broadcast
chart
discussion
documentary
game
interview
introduction
notes
oral presentation
passage
role-play
speech
story
timeline
video
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view a video on how Chinese people introduce their family members and
describe their relationships within the family; note and learn vocabulary,
expressions and simple sentences for later use
listen to several short Chinese language videos that feature introductions
and comments on family members and relationships; take notes and
discuss vocabulary and terms used, comparing them with previously learnt
language
visit a Chinese museum or contact a Chinese family and gather information
about traditions and cultural norms in a Chinese family; prepare and ask
questions in Chinese and record responses in a chart
listen to three short texts in Chinese about Chinese family life and take
notes; using the information from the texts, write and present a speech of
approximately 1 to 2 minutes in Chinese, for other students of Chinese; in
the speech, refer to specific examples from the texts to explain differences
and similarities between families
view Australian ABC/SBS programs on contemporary Chinese schools and
extract information about the daily routine and school life of Chinese
students; discuss observations with other members of the class
listen to a short podcast in Chinese about a Chinese student’s day at
school; take notes
participate in a group discussion to review how Chinese family members
greet each other and how they greet other members of their extended family
prepare and perform a role-play describing and introducing members of
your family from a picture; include information about their appearance,
personality, hobbies and interests and respond to questions
read passages in Chinese on typical Chinese and Australian families and
identify key points; use this information to prepare a 1- to 2-minute
presentation in Chinese to perform to the class; the presentation should
refer to the differences between Chinese and Australian families presented
in the texts, and include reflection on issues related to stereotypes
in note form in Chinese write a timeline for a Chinese student that covers
their possible activities for one day at school
use the timeline from the previous activity to develop an imaginative story
about a day in the life of a Chinese school student
in Chinese discuss school life in China; each student in turn reports what
they have learnt about school life in China; students can link to what
someone else has said by offering more information or they can offer
different information
prepare and conduct an interview with someone who has been to school in
China, recording information about their experience; compare their
recollections with other information on school life in China; identify and try to
explain anything unique about their experiences in a short blog entry
prepare and present a 1- to 2-minute speech in Chinese for the class on the
similarities and differences between China and Australia in terms of the
school system and student life
listen to two short texts in Chinese about Chinese schooling and student
life, and take notes; using the information from the texts, participate in an
interview in Chinese
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VCE Chinese Language, Culture and Society
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ADVICE FOR TEACHERS
Example learning activity sequence
Students develop and practice the new knowledge and skills through a sequence of language learning tasks
and learning activities developed by the teacher.
Language learning activities
This area of study requires students to demonstrate cumulative language development through listening and
speaking. Selected activities and associated tasks include opportunities to practise listening, speaking, reading
and writing, and to access authentic language and applications of cultural understanding. The learning activities
should be complemented by language learning tasks from all language skill areas.
 Introduce vocabulary related to the topic and which describes, explains or comments on personal experience
through class activities and games.
 Students practise useful expressions and grammar for receptive and productive language use, such as
inferring meaning, conversation skills and exchanging facts.
 Familiarise students with features of informal conversation and features of audio texts from a variety of
sources.
Input on the topic
1. Listen to a short podcast in Chinese on a Chinese student’s day at school and take notes.
2. Keep a file of information on the schooling system in Chinese-speaking communities.
3. View documentary programs on contemporary Chinese schools and extract some information about the
daily routine and school life of Chinese students. Discuss observations with other members of the class.
4. Listen to a recorded conversation in Chinese between two students discussing their weekly school routine
and compile a timetable of their activities over the week.
5. List questions from the conversation about the schooling system and practice question and answer
structures in a class game in Chinese.
6. Based on the recorded conversation, in note form in Chinese, write a plan for a fictitious Chinese student
that covers their possible activities for one day at school.
Listening and speaking skills: Interview practice
7. In pairs, students prepare a series of questions based on the information heard in the recording, to be used
to interview each other in Chinese about school life in China. They then use their questions to interview a
third class member. Students prepare a chart comparing aspects of their own school life and the school
system in China.
8. Invite an International student to visit the school and request that they present a talk comparing their
experiences at school in China with experiences in the Australian school system.
9. Students compare their chart of aspects of the school system with the points made by the international
student. Students record an interview with the visiting student.
10. Students plan the script for a role-play of a radio interview between a journalist and an Australian student
who has been studying in China.
11. Students plan a set of questions and then film interviews with each other on the topic of Schooling in
China.
Area of Study 3: Reading and writing in Chinese
Outcome 3:
Examples of learning activities
Read and comprehend simple
texts in Chinese and create a
simple piece of writing in
Chinese.
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© VCAA 2017
view videos on the Chinese one-child family and note anything that
particularly impacts on the life of the single child in a Chinese family; write a
brief summary of the main points to share with the class
 read passages on the relationships within an extended family in China;
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VCE Chinese Language, Culture and Society
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Strand
Chinese Language
Topic
Family and school life
Example text types in this
area of study
article
caption
chart
film
interview
journal entry
letter
list
oral presentation
passage
personal profile
report
role-play
speech
story
summary
table
television program
video
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ADVICE FOR TEACHERS
complete a table that identifies key points or examples that illustrate
features of hierarchical kinships and piety in a traditional Chinese family
read a story about a little emperor, an only child in a modern Chinese
family; list the characteristics of the little emperor from the story and suggest
reasons why this term might be used
refer to the article ‘China’s little emperors—the children without siblings’
from The Guardian newspaper (23.05.15) and other research on the
Chinese one child policy; identify an aspect of the one child policy of interest
and research vocabulary and expressions to produce a one paragraph
caption in Chinese to contribute to a class information chart on the policy
view a YouTube video on ‘A week in a Chinese Family’; note key
vocabulary and expressions used for talking about family life
read a letter from a Chinese pen pal about their family and write a reply
letter in Chinese of 100–150 characters to introduce an Australian family
read two journal entries written by only children in China; write an article for
Culture and Lifestyle magazine of 100–150 characters in Chinese about a
particular issue associated with being an only child in China, using
examples from each of the texts
view a video about Chinese students’ after school activities and summarise
the sports and activities the Chinese students like
view excerpts from Chinese television programs on Chinese students’ extra
curricula activities; list activities and some details in a chart and comment
on how similar or different they are to activities that Australian students
might do
listen to spoken texts on the hobbies and interests of a range of Chinese
students; decide which Chinese student’s interests are most similar to their
own and write a personal profile of that student using the information
provided and explaining why they identify with that student
view a film or video on a Chinese high school student’s day; use information
from the program to complete a chart, listing the subjects the student
studies and commenting on the student’s attitude or success in each
subject
perform a role-play of students in China who are comparing their leisure
activities
interview an exchange Chinese student about their hobbies and interests;
ask the student if their experiences are typical; produce a report on the
interview in Chinese, including comments on whether the exchange
student’s hobbies and interests are typical, in the light of other research
undertaken on this topic
write three personal profiles that illustrate the range of subject choices and
extra curricula activities of three different Year 11 Australian students; write
a paragraph for each student, including the student’s name, age and
gender, as well as the descriptions of the subjects and activities in full
Chinese sentences
write a short speech of 100–150 characters to introduce one or more extra
curricula activities undertaken personally by the student; include information
about becoming involved, or continued interest in the activity
read two emails written by students in China about the structure of their
families and their family life; write an article for a magazine of 100–150
characters in Chinese on aspects of family life in China, referring to the
information the students have provided
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VCE Chinese Language, Culture and Society
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ADVICE FOR TEACHERS
 read two short articles on extra curricula activities provided at a particular
school in China; imagine going to that school as an exchange student in the
future, and choose one of the activities to participate in while there; write an
imaginative story of 100–150 characters in Chinese mentioning reasons for
choosing that activity (rather than the other option), and experiencing it for
the first time
Example learning activity sequence
Language learning activities
This area of study requires students to demonstrate cumulative language development through reading and
writing. Selected activities and associated tasks include opportunities to practise listening, speaking, reading
and writing, and to access language and applications of cultural understanding. The learning activities should be
complemented by language learning tasks from all language skill areas.
 Introduce vocabulary and characters related to the topic through class activities and games.
 Students practise useful expressions and grammar for receptive and productive language use, such as
inferring meaning and identifying main points and supporting ideas in texts.
 Students practise strategies for establishing and confirming meaning from written texts, and using relevant
reference materials to assist their learning.
 Familiarise students with the main features of an informative report and authentic source materials from a
variety of written texts, including a personal profile.
Input on the topic
1. Read a short story about life as an only child in a Chinese family. Discuss the reasons for the former one
child policy and also the advantages and disadvantages of having siblings.
2. Write a speech for a class debate on the former one child policy in China and participate in a class debate
on this issue.
3. Read two short articles on the traditional structure of Chinese families. Make notes on the different roles of
family members.
4. Prepare a cartoon or animation showing the daily activities of a family in China.
Writing skills
5. Write an email to your cousin comparing the family structures described in these articles to your own family
structure.
6. Interview an exchange Chinese student about their family. Ask the student how typical they think their family
structure is in modern China. Produce a written report on the interview in Chinese, including comments on
how typical the exchange student’s family seems in the light of other research undertaken on this topic.
7. Prepare and present a PowerPoint presentation in Chinese describing relationships in one modern Chinese
family using the above-mentioned material. Respond to class questions on your presentation.
8. Write brief descriptions of the structure of three Chinese families that you have read about. Include the
number of members, some kinship terms and the roles of family members.
9. Write an imaginative story about an incident involving an only child in China.
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Units 1 and 2: 2017–2021
ADVICE FOR TEACHERS
Unit 2
It is not expected that students will undertake all of the example learning activities provided.
Teachers must ensure that the learning activities relate to the topic for the strand, meet the
needs of their students and the requirements of the study, and are appropriately resourced.
In Area of Study 1, the student responds in English. In Area of
Study 2 and Area of Study 3 the student is required to respond in Chinese. Over the course
of the unit, both oral and written skills in Chinese should be developed.
Area of Study 1: Myths, legends and art of China
Outcome 1:
Examples of learning activities
 view a video in Chinese about Mazu, the Chinese sea goddess; take notes
and research further to retell information about the goddess to the class in
English
 research the story of Nian; write a brief analysis of the story in English,
including when it may have originated, who the audience is likely to have
Strand
been and the enduring outcomes of the story; also consider any stories from
Culture and Society in
other mythologies (such as English, Greek or Indian mythologies) which
Chinese-speaking
have something in common with this story
Communities
 research the Chinese New Year Festival, Dragon Boat Festival or MidTopic
Autumn festival; develop a presentation of visual and written information to
Chinese myths and legends,
introduce a non-Chinese-speaking audience to the main features of the
Chinese art
chosen festival; focus on the myths and legends associated with the festival
and include information about variations to the festival in Chinese-speaking
Example text types in this
communities and Australia
area of study
 view a cartoon that presents Chinese idioms; research and note the
analysis
linguistic characteristics, meaning and origins of as many idioms as
answer response
possible; discuss in class; each student chooses a different idiom to write
article
up in Chinese and English, suggesting when it could be used, for a chart of
brochure
Chinese idioms for display in the classroom
caption
cartoon
 research ancient heroes in Chinese legends, such as the first emperor Qin
chart
Shihuang and Emperor Qian Long; develop a cartoon story with captions of
discussion
a famous event or events in their life
documentary
 write a report of about 600 words in English that presents information about
fable/myth
the myths or legends behind a Chinese festival, and how these influence
idiom
behaviours even today; use information and examples from the study to
introduction
support interpretations and views presented
notes
 view a documentary in English about the terracotta warriors; answer
oral presentation
questions on the links between the warriors and Chinese history and
report
legend; develop a simple historical timeline showing contemporary events in
timeline
China and at least two other countries from the time of their burial
video
written and visual presentation  research a traditional Chinese art form, such as water and ink painting,
calligraphy, pottery, ceramics, jade or wood carving, bronze casting or
sculpture; identify stages in the development of the art form and influences
on it, such as religions and patronage, and modern practice in the art form
 produce a brochure on a Chinese art form for an Australian audience,
introducing them to the main features and images, and a brief timeline of
development and practice in the art
 research a famous Chinese painting, such as Qingming Shanghe Tu; write
Research selected examples
of Chinese mythology and
legends, and art, and produce
a written report in English.
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ADVICE FOR TEACHERS
an article about it for a local newspaper, discussing the historical context
and importance of the work in the world and history of art
 view an SBS, ABC or BBC documentary on the life and work of a Chinese
artist and answer questions about their life, art medium, technique and
influence on Chinese and/or international art practice; the class discuss
information and opinions on the artist
 undertake the research required to write a report in the form of a speech for
an Australian audience about the life and work of a modern Chinese artist
such as Ai Wei Wei; the speech in English introduces the artist, explaining
their experiences and the importance of their art
 write a magazine article of about 600 words in English for the school
magazine on a Chinese artist or Chinese art form; draw on research to
substantiate information and give examples to support a point of view
Example learning activity sequence
The activities are sequenced to develop student proficiency in the research, analysis, synthesis and
presentation of ideas and information and to extend cultural understanding. The learning activities should be
accompanied by research tasks and opportunities for reflection on findings.
 Students create a research journal, where they record information, ideas and understandings gathered
throughout the area of study. In the journal, they also develop an ongoing glossary of the key terms and
concepts that underpin an understanding of contemporary Chinese art.
 In pairs, conduct internet and library research about a range of art forms that contemporary Chinese artists
use, such as painting, sculpture, multimedia, video, illustration, installation and photography. Investigate
stages in the development of the art forms and the influences on them, such as religions and patronage, and
the ways that these art forms reflect Chinese heritage and culture. Make notes in the research journal and
include bibliographical information.
 Construct a table to collate the information found. The table could have six columns with headings: type of
art form, a definition of this art form, examples of famous artists who use these forms, information about the
techniques they use, how these forms express aspects of Chinese culture and heritage, and the sources
where the information was found.
 View a documentary on the life and work of a famous contemporary Chinese artist and answer questions
about their life, art medium, technique and the influence on Chinese and/or international art practice. The
class discusses opinions on the artist.
 Read an article about another contemporary Chinese artist. Make notes about this artist’s life and work.
Consider the many things that have influenced their work, such as events in their life, the region where they
grew up, their education, their family life and the influence of other artists on their work. In their research
journal, students note the way that this artist’s work reflects their Chinese heritage.
In their research journal, students brainstorm and develop an additional set of questions that will allow them to
further build on their knowledge of the artists/artworks.
 Conduct further internet and library research to explore these additional questions and investigate the artist/s
in more depth. Students make notes in their research journal and include a bibliography.
 Develop a set of questions that Australian audiences may like to have answered about Chinese
contemporary art. Share these with classmates.
 Write an imaginative script of an interview with a contemporary Chinese artist, in English. Ask him/her about
their influences, inspirational artists both in China and abroad, their Chinese heritage and culture, and how
they would like non-Chinese speaking Australian audiences to view their work. At the end of the interview,
invite the artist to Melbourne and explain why Australian audiences would benefit from seeing their work.
Include concrete examples and quotes from the research materials studied in class. Include a bibliography
 In small groups, conduct internet and library research about contemporary Chinese street art. Make notes
© VCAA 2017
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ADVICE FOR TEACHERS
about the similarities and differences between Australian and Chinese street art and street artists. Create a
Venn diagram to illustrate their findings. Where the two circles overlap, students note in dot points the
characteristics of street art that are the same in Australia and China. In the circles on either side, students
note aspects that are different in Australia and China. Include a bibliography.
 Produce a brochure on a contemporary Chinese art form for an Australian audience, introducing them to the
main features and images, and a brief timeline of development and practice in the art. Include paragraphs
that provide concrete examples and quotes from the research materials studied in class. Include a
bibliography.
Area of Study 2: Listening and speaking in Chinese
Outcome 2:
Examples of learning activities
Establish and maintain a basic
spoken exchange in Chinese
related to planning travel in
China.
 view videos about China and advertisements promoting tours in China; note
the places mentioned and with the class, take turns to locate the places on
a map of China
 research a famous tourist attraction in Beijing; develop a spoken
presentation promoting the attraction for the class; include visual prompts to
accompany the presentation, such as a PowerPoint show
 research a famous tourist attraction in China, such as the Great Wall or
Xi’an, and take notes and locate visual materials related to it; participate in a
group conversation in Chinese, sharing information and visual materials for
each of the tourist attractions that have been researched by members of the
group; discuss the pros and cons of each of the tourist attractions for
Australian tourists
 research what is required to travel to China, including visa applications,
airfares, currency and insurance; if possible, contact a Chinese-speaking
travel agent or invite one to meet with the class to discuss and confirm
information about travelling to China
 write an itinerary for a three-day stopover in Beijing, including
accommodation, transport, meals and required budget; participate in a roleplay where one participant plays the role of a travel agent explaining the
itinerary to a prospective travel client; swap roles and repeat the role-play
exercise
 write a diary entry of 100–150 characters about a first visit to Beijing,
including the places visited, the public transport and activities such as tours
and shopping
 view and listen to information about travel destinations in China and read
relevant travel brochures; in pairs, discuss and agree on a travel itinerary for
a two-week trip to China
 in a role-play, explain travel plans to a third person who is playing the role of
an adult (parent, friend from China, teacher, travel agent); include some
details, such as planned destinations, time of year for travel and
expectations from the trip; this may be done in pairs or individually
 take note of feedback about the travel plans performed in the role-play in
the activity above; discuss the feedback with your partner and make any
agreed changes to the itinerary, then record the final travel plan
 participate in a role-play to make a hotel booking in China over the
telephone or on Skype
 listen to a recorded message from a friend’s blog about a summer camp
they attended in China; reply in spoken or written form, asking for some
Strand
Chinese Language
Topic
Travel experience
Example text types in this
area of study
advertisement
application form
appointment
audio blog
brochure
conversation
diary entry
discussion
documentary
itinerary
map
notes
oral presentation
PowerPoint presentation
role-play
speech
timetable
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ADVICE FOR TEACHERS
further details including the location of the camp and how to get there, the
activities they did and the weather they experienced
 participate in a 2- to 3-minute role-play set in a travel agency, taking the role
of a client planning a trip to China; indicate destinations of interest and
preferred travel timing; discuss basic arrangements such as flights and
accommodation and request information about cost, visa applications and
travel insurance
Example learning activity sequence
Language learning activities
This area of study requires students to demonstrate cumulative language development through listening and
speaking. The learning activities should be complemented by language learning tasks from all language skill
areas.
 Introduce vocabulary related to the topic, including aspects of tourism, travel, transport, accommodation,
regional differences and map references through class activities and games.
 Practise useful expressions and grammar for receptive and productive language use, such as inferring
meaning, conversation skills and exchanging facts.
 Practise informative interactive skills, such as giving and receiving directions, services and assistance;
affirming, transacting and negotiating; using appropriate forms of address and non-verbal forms of
communication; and actively managing the flow of an exchange.
 Familiarise students with features of informal conversation designed to negotiate and conclude an outcome.
 Familiarise students with Chinese characters and character use or abbreviations specific to written texts
related to travel, such as signage, maps, directions and place names.
Input on the topic
1. View videos about China and advertisements promoting tours in China. Note the places mentioned and,
with the class, take turns to locate the places on a map of China.
2. Research a famous tourist attraction in China, such as the Great Wall or Xi’an, and take notes and locate
visual materials related to it.
3. Participate in a group conversation in Chinese, sharing information and visual materials for each of the
tourist attractions that have been researched by members of the group. Discuss the pros and cons of each
of the tourist attractions for Australian tourists.
4. View and listen to information about travel destinations in China and read relevant travel brochures. In
pairs, discuss and agree on a travel itinerary for a two-week trip to China.
5. Research what is required to travel to China, including visa applications, airfares, currency and insurance.
Make a list of all requirements.
6. If possible, contact a Chinese-speaking travel agent or invite one to meet with the class to discuss and
confirm information about travelling to China. Check the accuracy of students’ lists of requirements with the
travel agent.
Listening and speaking skills
7. Listen to a podcast about a trip to China. Record a similar message describing a region of China you would
like to visit.
8. Students volunteer to perform a mock interview with the travel agent for the class.
9. Interview a Chinese-speaking teacher or community member (on Skype or in person) who has travelled to
China and request recommendations for places to visit.
10. Prepare and participate in a role-play of a discussion with a friend to plan a trip to a specific area of China.
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ADVICE FOR TEACHERS
Area of Study 3: Reading and writing in Chinese
Outcome 3:
Examples of learning activities
Read and comprehend simple
written texts in Chinese and
create a simple text in
Chinese about the geography
of China.

view a documentary on China and its geography; write down the names of
provinces and cities mentioned; use a map and other sources to research
the characters used to write the place names and make a list

listen to a recorded interview on China’s regions and their geographical
differences; answer written questions about the content as you listen

research one of China’s famous rivers, indicating where it is located, what
it is used for and why it is important; make an oral presentation to the class
with visual support, such as a PowerPoint presentation

you have been asked to give a speech at the opening of a festival
celebrating the regions of China; choose a region and write a speech script
of 100–150 characters describing the main geographical features of the
region of China you have chosen

interview a Chinese-speaking person from Taiwan, Hong Kong or
Singapore, focusing on the city or place they are from, customs unique to
that area, and aspects of their daily life there; record the responses

using information from the interview, write a report briefly outlining three
differences between customs and practices of Chinese-speakers from
different places, including those living in mainland China or Australia

research the main geographical features of one region in China, and
investigate the dialect spoken and places of interest to tourists; write a brief
article of 150 characters on the region for a magazine, such as National
Geographic

research information about a specific place in Shanghai, such as Nanjing
Road, and then write a short introduction on it for a tourist brochure

read a tourist map of Shanghai and write a brief itinerary for a day trip to
the city

make comparisons between tourist attractions in Beijing and in a city in the
south of China, such as Shanghai or Guangzhou; decide which would be
your preferred destination in China, and explain your decision in an email
or a letter to a friend who is considering travelling with you

view videos on Chinese food and Shejianshangde Zhongguo (A Bite of
China); participate in a class discussion comparing the food from northern
and southern China, and consider the origins of Chinese food eaten in
Australia

read two passages about a city or region in southern China and use the
information to write a short article for a tourist booklet of 100–150
characters; the article should promote the city or region and include factual
Strand
Chinese Language
Topic
Chinese geography
Example text types in this
area of study
article
brochure
discussion
documentary
email
interview
introduction
itinerary
letter
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ADVICE FOR TEACHERS
information from the texts, such as its location, population, geography,
climate, local food and tourist attractions
Example learning activity sequence
Learning activities are introduced in an order that builds on current knowledge and builds new knowledge and
skills. Emphasis is placed on developing language use, in particular:
 vocabulary, characters, structures and content related to the geographical features of China and regional
differences
 identifying and applying conventions and key features of written Chinese texts
 summarising information from Chinese sources
 understanding and using characters accurately in writing to convey meaning.
Language learning activities
This area of study requires students to demonstrate cumulative language development through reading and
writing. Selected activities and associated tasks include opportunities to practise listening, speaking, reading
and writing, and to access authentic language and applications of cultural understanding. The learning activities
should be complemented by language learning tasks from all language skill areas.
 Introduce vocabulary, characters and common patterns of word formation, loan words and grammatical
markers related to the topic through class activities and games.
 Practice useful expressions and grammar for receptive and productive language use, such as ways of
describing, comparing and commenting on features of geography.
 Familiarise students with the conventions of text types, such as street directories and maps, including
specific uses of characters in place names and visual texts.
 Familiarise students with the conventions of an article for a tourist brochure and writing appropriately for the
context, purpose and audience.
 Practice strategies for summarising information from sources and using content from references to develop
and support ideas in written texts.
Input on the topic
1.
View a documentary on China and its geography. Write down the names of provinces and cities
mentioned. Use a map and other sources to research the characters used to write the place names and
make a list.
2. Visit websites of travel offices in China and plan an itinerary for a trip.
3. Research one of China’s famous rivers, indicating where it is located, what it is used for and why it is
important. Make an oral presentation to the class with visual support, such as a PowerPoint presentation.
4. Research the main geographical features of one region in China, and investigate the dialect spoken and
places of interest to tourists. Write a brief article of 150 characters on the region for a magazine, such as
National Geographic.
5. Invite a Chinese-speaking visitor to the class to speak on tourist attractions in their region. Prepare a set of
questions to ask the visitor about their region and make notes on their answers.
6. Research exchange rates online and develop a list of the usual costs of a range of everyday food items in
China.
7. Read information about holiday packages and fill in a chart of information for a friend.
Reading and writing skills
8.
Read tourist brochures and compare tourist attractions in Beijing and in a city in the south of China, such
as Shanghai or Guangzhou. Decide which would be your preferred destination in China and explain your
decision in an email or a letter to a friend who is considering travelling with you.
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ADVICE FOR TEACHERS
9. Read train timetables and local information to plan a two-week tour of China.
10. Read several itineraries for school trips to Southern China. Compare these plans and write a brief report to
a class teacher of Chinese stating which option would be preferable, taking into account student interest,
places suggested, probable costs etc.
11. Imagine you are visiting a region of China and write an email home describing your experiences.
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ADVICE FOR TEACHERS
Appendix 1: Employability skills
The VCE Chinese, Language, Culture and Society study provides students with the
opportunity to engage in a range of learning activities. In addition to demonstrating their
understanding and mastery of the content and skills specific to the study, students may also
develop employability skills through their learning activities.
The nationally agreed employability skills are: Communication; Planning and organising;
Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and
Learning.
The table below links those facets that may be understood and applied in a school or nonemployment related setting, to the types of assessment commonly undertaken within the
VCE study.
Assessment task
Employability skills selected facets
Analysis and response to
spoken texts in Chinese
Communication (problem solving)
Analysis and response to written
texts in Chinese
Communication (problem solving; planning and organising; use of information
and communications technology)
Oral presentation in Chinese
Communication (teamwork; problem solving; initiative and enterprise)
Interview or role-play in Chinese
Communication (teamwork; planning and organising; use of information and
communications technology)
Written text in Chinese
Communication (learning; planning and organising; self-management; use of
information and communications technology)
Written research report or
product in English
Communication (teamwork; problem solving; self-management; planning and
organising; use of information and communications technology; learning;
initiative and enterprise)
The employability skills are derived from the Employability Skills Framework (Employability Skills for the Future, 2002),
developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published
by the (former) Commonwealth Department of Education, Science and Training.
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