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Target group

By Lee Porter,2014-11-21 05:36
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Letter students write a letter to the social welfare editor of a Chinese newspaper, expressing their concern about the widespread incidence of child abuse

Stage 6 (Years 11 and 12) Chinese

    Language: Chinese Target group: Stage 6 Background Unit of work: The role of family and Indicative time: 810 hours (34

    marriage in contemporary society Speakers Preliminary or HSC weeks)

    Context: This is a unit of work on the theme The individual and the community, contemporary issue: The role of family and marriage in contemporary society for

    the Preliminary or HSC Chinese Background Speakers course

    Outcome/s Students will demonstrate these outcomes by:

    1.1, 1.2, 1.3, 4.1, 4.2 ; understanding and discussing the functions of family and marriage in contemporary society (e.g. the

     role of family in contemporary society), with special references to Chinese immigrant families in

     Australia (e.g. family education in stabilising society)

    3.4, 4.1, 4.2, 4.3 ; comparing and contrasting the changing concepts of family and marriage in contemporary Chinese

     and Australian society

    2.1, 2.2, 2.3, 3.8 ; commenting on the social impact of change in family structure and changing roles in the family in

     contemporary society

    3.1, 3.2, 3.8 ; identifying the causes of family tension and conflict and suggesting some ways to resolve them

    1.1, 1.2, 1.3, 3.8 ; exploring and expressing opinions on intergenerational relationships in Chinese families in a cross-

     cultural milieu such as contemporary Australian society 1.1, 1.2, 1.3, 4.1, 4.2, 4.3 ; discussing marital issues of Chinese immigrants in contemporary Australian society.

    Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

Key competencies

    The following key competencies are embedded in the Chinese Background Speakers Stage 6 syllabus to enhance student learning.

    ; communicating ideas and information

    ; collecting, analysing and organising information

    ; planning and organising activities

    ; working with others and in teams

    ; using technology

    ; solving problems.

Building the field

    ; Brainstorm students’ prior learning on role of the family and marriage

    ; Discuss how the role is different in traditional and contemporary society.

Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative