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Advanced ChineseAdvanc

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Advanced ChineseAdvancAdvanc

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    Advanced Chinese

    T Course

    Type 2

    Written under the Accredited from 1 January 2009 31

    Languages Course December 2013

    Framework 2007.

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    Type 2 Course Accreditation/Adoption Form

    Choose one of the following:

     adoption of Type 2 course

    B S S S adoption of additional units AUSTRALIAN CAPITAL TERRITORY

    Scope: The college is entered on the National Register to award Certificates delivered by this course

     Yes No (Adoption of V courses only)

    College:

    Course Title: Advanced Chinese

    Classification: A ; T M V

    Framework: Languages

    Course Area: 5213 Course Code:

    Dates of Course Accreditation: From 1 / 1 / 2009 To 31 / 12 / 2013

    Unit Prefix Unit Title(s) Value Length Unit Codes

    (1.0/0.5)

     CHI_ADV The Individual’s Experience 1.0 S

     CHI_ADV The Individual and Family 0.5 Q

     CHI_ADV The Individual and Surroundings 0.5 Q

     CHI_ADV Society and Community 1.0 S

     CHI_ADV Community and Entertainment 0.5 Q

     CHI_ADV Community and Health 0.5 Q

     CHI_ADV The World Around Us 1.0 S

     CHI_ADV Travel 0.5 Q

     CHI_ADV Education and Environment 0.5 Q

     CHI_ADV Lifestyle and Traditions 1.0 S

     CHI_ADV Festivals and Customs 0.5 Q

     CHI_ADV Tradition and Culture 0.5 Q

Accreditation: The course and units named above are consistent with the goals of the Course

    Framework and are signed on behalf of the

    Course Development Coordinator: Panel Chair:

     / / / /

OR (delete box that does not apply)

    Adoption/Alteration: The adopting College has the human and physical resources to implement the

    course. Written Evaluation for small changes, and details of and reasons for Adoptions, Extensions,

    and addition of units are outlined on the Supporting Statement.

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Principal: College Board Chair:

/ / / /

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    Type 2 Course Accreditation/Adoption Supporting

    Statement

    Provides support for information on the Course Accreditation/Adoption Form

    Written Evaluation for small changes, reasons for Adoption of a Type 2 B S S Scourse or Addition of units AUSTRALIAN CAPITAL TERRITORY

    For V courses indicate the certificate the college will award.

    College: Course Code Course Title: Advanced Chinese

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    Contents

    Course Name ................................................................................................................... 6 Classification ................................................................................................................... 6 Course Framework.......................................................................................................... 6 Course Developers ........................................................................................................... 6 Evaluation of Previous Course ........................................................................................ 6 Course Length and Composition .................................................................................... 7 Subject Rationale............................................................................................................. 8 Goals ................................................................................................................................ 9 Student Group ................................................................................................................. 9 Content ............................................................................................................................ 9 Student Capabilities ...................................................................................................... 10 Teaching and Learning Strategies ................................................................................ 12 Assessment ..................................................................................................................... 12 Assessment Criteria ....................................................................................................... 14 Assessment Standards ................................................................................................... 15 Unit Grades.................................................................................................................... 16 Moderation .................................................................................................................... 18 Bibliography .................................................................................................................. 19 Resources ....................................................................................................................... 22 Proposed Evaluation Procedures .................................................................................. 23 Examples of Assessment Items ...................................................................................... 23 CHI_ADV The Individual’s Experience Value 1.0 ............................................. 24 CHI_ADV The Individual and Family Value 0.5 .............................................. 32 CHI_ADV The Individual and Surroundings Value 0.5 ...................................... 38 CHI_ADV Society and Community Value 1.0 ........................................................ 45 CHI_ADV Community and Entertainment Value 0.5 ......................................... 51 CHI_ADV Community and Health Value 0.5 ..................................................... 55 CHI_ADV The World Around Us Value 1.0 ...................................................... 61 CHI_ADV Travel Value 0.5 ............................................................................. 67 CHI_ADV Education and Environment Value 0.5 ............................................ 72 CHI_ADV Lifestyles and Traditions Value 1.0 ..................................................... 79 CHI_ADV Festivals and Customs Value 0.5 ............................................................. 86 CHI_ADV Tradition and Culture Value 0.5 .................................................. 91 Appendix 1: Sample assessment task and marking schema/rubric ............................. 96 Appendix 2: Resource List .......................................................................................... 101 Appendix 3: Teaching and Learning Strategies ......................................................... 106

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    Course Name

    Advanced Chinese

    Classification

    A/T

    Course Framework

    This course is presented under the 2007 Language Course Framework

    Course Developers

    Name Qualifications College

    PengSiong Howell BA, Dip Ed,Dip TESL Narrabundah College

    Dip Modern Languages

Shaoli Tang B. A. Chinese Literature Canberra College

    Dip. Ed.

    Shaohua Que B. A. English Melba Copland Secondary

    Master TESOL School

    Ph. D. Chinese Linguistics

    This group gratefully acknowledges the work of previous developers. Evaluation of Previous Course

    The following areas were identified as needing review:

    ; The three levels of courses needed to be realigned in terms of topics to assist teaching

    and student progression from one level to another.

    ; Content needed to be revised in the context of new materials and texts.

    ; Changes needed to occur because of the new Languages framework.

    ; Teaching and Learning strategies needed to be updated to ensure new teachers had a

    variety of suggestions.

    ; Assessment standard needed to be more consistent and so the Chinese teachers

    worked as a group to develop more specific requirements for Chinese assessment.

    ; Goals and content were to be adjusted to meet the needs of the different students with

    a variety of Chinese language backgrounds and Chinese language exposure.

    ; The course was to be adjusted to develop students understanding of the emergence of

    China within the world as a global power.

    ; Further consideration was to be given to a broader curriculum structure and a greater

    range of teaching strategies.

    ; A stronger emphasis on Chinese Literature was needed throughout this course.

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    Course Length and Composition

Theme and Unit Title Unit Title

    CHI_ADV The Individual and Family 0.5 CHI_ADV The Individual’s

    Experience 1.0 CHI_ADV The Individual and

    Surroundings 0.5

    CHI_ADV Community and Entertainment CHI_ADV Society and Community

    0.5 1.0

    CHI_ADV Community and Health 0.5

    CHI_ADV Travel 0.5 CHI_ADV The World Around Us 1.0

    CHI_ADV Education and Environment 0.5

    CHI_ADV Festivals and Customs 0.5 CHI_ADV Lifestyle and Traditions

    1.0 CHI_ADV Traditions and Culture 0.5

    Duration of units and available course patterns

    Course Minimum number of Number of standard 1 value units

    hours per course to meet course requirements

    Minor 110 hours 2 units of 55 hours

    Major 220 hours 4 units of 55 hours

    Major 220 hours 3.5 units equivalent to 220 hours

    Compulsory units

    There are no compulsory units in this course.

    Prerequisites for the course or units within the course

    Students entering an Advanced language course should have reached an advanced level of spoken and written language. Normally they will be native speakers, having been educated through the language or lived for an extensive period in China, Taiwan, Hong Kong, Singapore and Malaysia. This course is a bi-lingual course and students are required to work in Mandarin and English.

Please refer to Student Eligibility form. www.bsss.act.edu.au/curriculum/courses

    Arrangements for students who are continuing to study a course in this subject Students continuing with the Advanced Language course during the transition phase from year 11 to year 12 must not treat the same content or grammar that has been taught in the previous units.

    Units from other courses

    There are no units from other courses available in this course. Negotiated Units

    There are no negotiated units in this course.

    Relationship with other courses

    There is no relationship with any other course.

    Relationship with courses at other colleges/special institutions There is no relationship with courses at other college/special institutions.

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    Suggested Implementation Pattern

    Two themes are taught each year. Students can commence with The Individual‟s Experience or The World Around Us to create a two year cycle.

    Subject Rationale

    Learning languages:

    ; Enriches our learners intellectually, educationally and culturally.

     Through language learning, students develop creative thought and expression,

    aesthetic awareness, enjoyment and appreciation of language. Development of

    language skills is a continuous intellectual process through which students acquire a

    range of learning strategies, which are transferable to other areas. Inter-cultural

    language learning helps learners to know and understand the world around them and 1to understand commonality and difference, global connections and patterns.

    ; Enables our learners to communicate across cultures.

     Language skills enable people to develop a broad understanding and appreciation of

    other cultures and ways of thinking. With direct access to information in the target

    language learners can use their language skills for study, travel, and vocational

    purposes, widening their interpersonal networks.

    ; Contributes to social cohesiveness through better communication and

    understanding.

     In Australia‟s diverse linguistic and cultural environment which is a result of its

    indigenous history, geography and migration, language learners will be enabled to

    view the world from multiple perspectives, fostering empathy in a culturally diverse

    environment.

    ; Further develops the existing linguistic and cultural resources in our community.

    The variety of languages within the Australian community is a national resource that

    enriches individuals and Australia as a whole. For learners who study their

    background or heritage language, language learning provides a strengthened sense of

    identity. Learners of a second language further extend their range of literacy skills,

    including in English.

    ; Contributes to our strategic, economic and international development.

    It contributes to both the individual‟s and Australia‟s capacity to participate

    successfully in the increasingly multi-lingual international community. ; Enhances employment and career prospects for the individual.

    Language skills are useful in a wide range of vocations, including hospitality,

    tourism, the world of finance, politics, diplomacy translating and interpreting,

    librarianship, teaching, research and defence. Language skills increase the student‟s

    employability within Australia and overseas.

     1 National statement for Languages education in Australian Schools 2005-2008

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    Goals

    This course should enable students to:

    ; establish and maintain interpersonal communication

    ; exchange and explore information and ideas from spoken, written and visual texts, in a

    variety of modes

    ; respond creatively and/or critically to a variety of text types

    ; demonstrate, through the use of the Chinese Language, an understanding of the culture of

    the target language community appropriate to the level of study

    ; communicate in increasingly complex linguistic and cultural contexts showing strong

    control over linguistic elements and an awareness of audience and purpose ; develop independent, problem solving and collaborative learning skills ; develop competence in the use of appropriate technology

    ; analyse and respond to literature in the Chinese language

Student Group

    The Advanced course is for international students with substantial linguistic and cultural background. It is also for students who have considerably more exposure to the language, spoken and written. See the table in the languages eligibility enrolment form www.bsss.act.edu.au/curriculum/courses/languages The decision between Continuing and

    Advanced placement is dependent on the overseas schooling and the language spoken at home.

Content

    Concepts

    The essential concepts of Languages include:

    ; communicating with others

    ; understanding how culture is reflected in language and influences communication ; understanding the underlying structures of language

    ; evaluating and appreciating the diversity of human experience

Skills

    The essential skills in Languages include:

    ; exchanging information, opinions, experiences and ideas using verbal, non-verbal and

    written language

    ; demonstrating understanding of written, spoken and visual texts through creative and/or

    critical responses

    ; analysing, synthesising and applying language structures in a cultural context ; recognising and evaluating attitudes and values inherent in the language and culture

    studied

    ; developing strategies for dealing with unfamiliar language

    ; problem solving, independent and collaborative learning

    ; using appropriate technology effectively

    ; analysing, synthesising and evaluating ideas and perspectives from literature and other

    authentic sources

    A range of texts, genres and experiences that reflect different forms of communication including print, audio, video, guest speakers, on-line resources, music and excursions.

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    Student Capabilities

    Creative and critical thinkers

    Students of Advanced Chinese will develop their creative and research skills throughout the course. The ability to question, reflect, understand and apply different thinking strategies will be encouraged through various activities in speaking, writing and responding tasks. Enterprising problem-solvers

    Students throughout this course will develop skills that encourage them to be resourceful and to show initiative. Speaking, writing and responding activities will encourage independent and collaborative work, develop them as confident users of the language and develop their lateral thinking.

    Skilled and empathetic communicators

    Tasks students undertake will assist them to develop their oral presentation and written skills in Mandarin. The learning activities will enhance their skills of communication in cross-cultural communication. Tasks that students undertake will assist them to develop their oral and written skills in Chinese. Oral activities will enhance their ability to communicate across Chinese language and culture and further develop their understanding of purpose and context. Informed and ethical decision-makers

    Study of the Chinese language and culture will raise an awareness of students‟ cultural

    sensitivity. Tasks that students undertake will encourage them to critically examine their own values and beliefs and those of others.

    Environmentally and culturally aware citizens

    This Chinese course will promote an awareness of environmental issues through the responsible use and reuse of resources. Students will have the opportunity to explore social and environmental issues through texts studied.

    Confident and capable users of technologies

    Students will be encouraged to use the wide range of information technologies in order to access and evaluate information. Multimedia, such as, CDs, DVD, videos, powerpoint presentations, internet and intranet, and technologies will be used to support creative activities.

    Independent and self-managing learners

    Students will be encouraged to plan and organise their time efficiently to successfully complete learning tasks. The Chinese course will encourage student‟s ability to work independently and to adopt a flexible approach to their study. Collaborative team members

Collaborative team members

    Students will have the opportunity to contribute to group work in both responding and written tasks. Through these activities they will be able to foster cooperation and respect for others within the group.

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