VCE Chinese Language, Culture and SocietyADVICE FOR TEACHERS
Units 1 and 2: 2017–2021

VCE Chinese Language, Culture and SocietyADVICE FOR TEACHERS
Units 1 and 2: 2017–2021

Authorised and published by the Victorian Curriculum and Assessment Authority
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ISBN: 978-1-925264-78-4

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Contents

Introduction

Administration

Developing a program

Main characteristics of common text types

Main characteristics of different kinds of writing...... 10

Learning activities

Unit 1

Unit 2

Appendix 1: Employability skills

VCE Chinese Language, Culture and SocietyADVICE FOR TEACHERS
Units 1 and 2: 2017–2021

Introduction

The VCE Chinese Language, Culture and SocietyAdvice for teachersprovides 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 SocietyStudy 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 study1 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 Communitiesstrand, 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 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

Adoptinga 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 thatensures 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 typesare 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
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 thirdperson; 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
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
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
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 3in each of Units 1and 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:

  • createsa sense of person/personality for the writer in the reader’s mind.
  • establishesa relationship/an intimacy/an empathy between the writer and the reader.
  • usuallyemploys first and/or second person; subjective; informal, familiar style/register; often includes emotive language.
  • emphasisesideas, opinions, feelings and impressions, rather than factual, objective information.
  • inreflective 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:

  • manipulatesthe reader’s response to the piece to create the desired impression or response; has a strong visual and/or emotional appeal.
  • usuallycreates a strong sense of context (physical surroundings and atmosphere) and situation.
  • normallyincludes description (person, place, emotion, atmosphere), so careful selection of language such as adjectives and adverbs is important.
  • usestechniques 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.
  • maybreak normal sequencing for added impact, such as in a flashback or in a final disclosure, which puts a different interpretation on preceding passages.

Informative writing in Chinese:

  • aimsto convey information from the writer to the reader as clearly, comprehensively and accurately as possible.
  • usuallyuses 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).
  • generallyuses facts, examples, explanations and analogies, and sometimes uses statistical information, quotations and references, as evidence.
  • chooseslanguage, structure and sequence to make the message clear and unambiguous, so the sequencing of information is usually logical and predictable.
  • probablyuses few adjectives, adverbs and images, except as examples or analogies in explanation.

Use of information and communications technology