Chinese
What is friendship?
Topic outline
Purpose of making
connections between
learning and assessment
To make connections with
the unit focus and
contextualise learning in
Chinese for Years 7–8
Band.
Purpose of making
connections between
learning and assessment
To make connections with
relevant prior knowledge,
understanding and skills in
preparation for learning
and assessment in
Chinese for Years 7–8
Band.
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Years 7–8
Band Unit 2
Connections between learning and assessment
Curriculum organisation Student resources
Example learning opportunities Slideshow — Introduction to the unit: What is friendship?
• Introduce the unit and make connections with the skills that Learning object — Introductory spoken text: What is friendship?
are developed when studying Chinese.
• Explore and discuss the unit’s context for study, including its
focus on how behaviours and qualities influence friendship.
• Listen to an introductory spoken text. Notice the range of
language used, including familiar and unfamiliar language,
and use strategies to make meaning.
• Recognise the ways Chinese language learning provides
extensive opportunities to develop literacy capabilities.
Prior learning Student resources
Example learning opportunities Slideshow — Making connections with prior learning: What is
friendship?
• Explore and discuss ways to describe a good friend.
Sheet — Making connections with prior learning: What is
• Make meaning of a written text by:
friendship?
o noticing words used to describe a friend
Teacher resources
o summarising information from a blog entry.
Supporting learning resource — Making connections with prior
• Reinforce prior learning by writing a description of a friend in
learning: What is friendship? (Answers)
a blog entry.
Topic concepts Australian Curriculum references for this topic

Socialising — Years 7–8 Band Chinese — Content descriptions

 • experience Communicating
• relationship Socialising
Informing — Initiate and sustain interactions with peers and familiar adults to plan and
arrange activities or social events in the context of the school or local
• representation
community, and vary spoken language in response to the needs and
 • perspective demands of other participants (ACLCHC049)
• lifestyle
Correspond with peers and other familiar participants to plan activities, and
• trends compare opinions on and attitudes towards different cultures
Translating — (ACLCHC050)

 • equivalence Informing
• meaning Analyse and summarise relevant information obtained from a range of
spoken sources and convey this information to known audiences through
Systems of language a range of texts (ACLCHC051)
—
Locate, classify and organise relevant information, including analysing
• radicals data in simple diagrams, tables and graphs, and re-present this
 • character information for known audiences (ACLCHC052)
components
Translating
• tense
• sequencing Translate texts for different audiences varying the language to explain key
points for these different audiences (ACLCHC055)
Understanding
Systems of language
Interpret texts by inferring meaning from common character components
or position of components, and analyse how reliable this method is in
translating (ACLCHU059)
Identify and apply features of Chinese grammar and sentence structure to
organise and sequence ideas in oral and written texts (ACLCHU060)

Literacy general capabilities

Literacy
• Comprehending texts through listening, reading and viewing
• Composing texts through speaking, writing and creating
• Text knowledge
• Grammar knowledge
• Word knowledge
• Visual knowledge

 Addressed
For more information about coverage of other general capabilities, consult
For assessment
the unit plan.

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