Chinese / Year 9 and 10 / Communicating / Informing

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Evaluate the utility and reliability of sources when accessing information, and use this knowledge to present a point of view for different audiences

[Key concepts: bias, authorship; Key processes: conveying, evaluating]


  • identifying bias in texts, examining the values that influence bias, and discussing how bias differs from opinion and perspective, for example, 什么是偏见? 偏见有哪些表现? 应该怎样纠正偏见?
  • reading news articles and historical accounts of world events such as natural disasters, Olympic games, celebrations or commemorations of historical significance (such as Anzac Day), and exploring how the author’s personal values and experiences influence their reporting on such events
  • recognising key ideas and reading between the lines, for example, identifying irony and sarcasm in texts (你可真是个气管炎(妻管严
  • presenting and discussing own position on issues such as attitudes towards recycling, education in rural communities, and impact of social media on young people
  • debating the pros and cons (for example, 这样做的好处是: …这样做的弊端是:…) and presenting a balanced and reasoned argument, for example, 综合各方面的意见, 我们认为…; 根据大家的意见, 我们想提出以下建议…
  • applying effective strategies in a debate, including the art of rebuttal and developing a team line
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
  • Ethical understanding Ethical understanding
Cross-curriculum priorities
ScOT terms

Authenticity (Texts),  Impartiality,  Chinese languages

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