Chinese as a Second Language

Prerequisites: Students are expected to have studied Year 10 Mandarin as a Second Language with a minimum of 65% overall. In special circumstances a lower level may be accepted following an interview with a Language teacher.

 

*Subject to meeting SCSA eligibility requirements.

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Please note the School Curriculum and Standards Authority (SCSA) has rules in place regarding students’ eligibility to enroll in a Second Language course in Year 11 and 12. This process is the same for all schools in WA and queries should be directed to SCSA.

 

Unit 1

The focus for this unit is 青少年 (Teenagers). Students build on their skills, knowledge and understandings through the study of the unit content. They further develop their communication skills in Chinese and gain a broader insight into the language and culture.

Unit 2

The focus for this unit is 我们去旅行吧! (Travel – let’s go). Students further develop their skills, knowledge and understandings through the study of the unit content. They extend their communication skills in Chinese and gain a broader insight into the language and culture

 

For more information regarding the syllabus and examination requirements, please check the SCSA website.

 

Chinese as First Language ATAR

Unless specified, the following content is relevant to both Year 11 and Year 12. While it is expected that over Year 11 and Year 12, students will cover all of the required content, the exact sequencing and timing of delivery is a school decision. It is also expected that the treatment of the content and the outcomes expected of students will increase in cognitive complexity from Year 11 to Year 12.

Students will explore the role of the individual in today’s society, changing gender roles in today’s society, the role of family and marriage in contemporary  as well as pressures on young people today the place of education in young people’s lives, the impact on young people of changes in traditional and social values. They will also explore adapting to new cultures (education, leisure, lifestyle) the maintenance of Chinese culture in non-Chinese cultural contexts. When discussing global issues, they will explore economic growth and its impact, environmental issues, the impact of international influences on Chinese- speaking countries

Through wide reading, listening and viewing of texts, students gain a general perspective on the themes and contemporary issues. Exposure to a variety of texts will allow students to have a broad and informed perspective.

Students will explore different texts, as prescribed by the SCSA

Prescribed texts (Year 12 only)

The following prescribed texts are for teaching, school-based assessment and examining from 2014 to 2018.

Prescribed texts Text type
Gua sha (The Gua Sha Treatment) – Zheng, Xiaolong Film
He chu shi gui cheng (Return Journey), Chapter 2 – Li, Yang Novel
Huan bao ju zhang (Environmental Bureau), Chapters 1 and 6 – Li, Jianrong Novel
Ma ya zhong guo (Mum, China) – Timothy Song
Ni shi na guo ren (Which country are you from?), in Dear Andrew – Long, Yingtai Letter
Shan zha shu (Under the Hawthorn Tree) – Zhang, Yimou Film
Wei cheng (Fortress Besieged), Chapter 2 – Qian, Zhongshu Novel
Zai yi ge mei you ka fei guan de cheng (A city without a café), in Dear Andrew – Long, Yingtai Letter