Work samples

This portfolio of student work shows that the student can use spoken and written Chinese to communicate with teachers and peers (WS1, WS2). The student participates in structured and routine interactions, using learnt sounds, formulaic phrases, and verbal and non-verbal responses. The student responds to and receives information. The student follows simple instructions and uses the four tones of Chinese but not always with accuracy (WS2). The student responds to short predictable imaginative and informative texts, expressing simple likes and dislikes. The student can match characters to the meanings and sounds of familiar words, including numbers (WS1, WS3), colours and family members. The student uses strategies such as imitation and basic contextual cues for comprehension (WS2). The student creates simple informative and imaginative texts by selecting and practising learnt characters and familiar words and phrases to describe, list, label and caption (WS3).

The student recognises that Chinese is a major language in Australia. The student identifies its distinctive systems of writing and speaking (WS1). The student recognises the tonal nature Chinese (WS2) and knows that characters are formed by strokes (WS1, WS3). The student differentiates between the Pinyin and characters associated with familiar objects in their immediate environment (WS3). The student recognises the use of tone marks in Pinyin. The student is aware of the word order of simple sentences. The student recognises the conventions for using Chinese to communicate with family, friends and teachers. The student recognises the similarities and differences between Chinese and Australian contexts, language and culture. The student can identify as a learner of languages.