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Year 11: Chinese

Scholarship application for a Regional Exchange Program to China


Activity 1: Audio presentation

Grade Student work samples
Grade A Esther   Tam
Grade B Chloe   Matilda
Grade C Darcey

Description of activity

Speaking and writing in Chinese

Task 1 is based on an advertisement for a 3-month reciprocal exchange program to regional China (see below) for which you have decided to apply. Record an audio in which you address all the information in the advertisement. You must speak for approximately two minutes in Chinese.

Experience  the real China on a three-month exchange program

Scene depicting Chinese temple by a river
Scene depicting Chinese canal and bridge

You might think you know China, but China isn’t Beijing or Nanjing! There is a whole world outside the big Chinese cities that you can get to know.

  • If you are over 16 why not come to China for a three month exchange
  • The exchange will provide you with accommodation during the period you attend school with a Chinese family
  • There will be two months of school and one month of holidays
  • The exchange is reciprocal. If you are accepted you will be expected to host a student either before or after your exchange
  • What you can offer a potential exchangee will be considered
  • To be successful you must demonstrate that you:
      • are outgoing and interested in China
      • are a good student of Chinese
      • enjoy new challenges
      • can act as a global ambassador.

If you are interested, please submit a two-minute audio in which you address the selection criteria to:

Context

Students would have studied approximately 200 hours of the Chinese course. They are assumed to be competent in communicating ideas and information.  They have knowledge of past, present and future tenses, and relevant vocabulary. Students are aware of the language and culture of Chinese speaking communities.

Areas of assessment for Task 1

  • Relevance of the response to the task with specific reference to the stimulus material
  • Capacity to manipulate Chinese to create comprehensible text

Outcomes

Stage 6

The student:
2.1  applies knowledge of language structures to create original text
2.2  composes informative, reflective, persuasive texts appropriate to context, purpose and/or audience
2.3  structures and sequences ideas and information
3.1  conveys the gist of texts and identifies specific information
4.3  reflects upon significant aspects of language and culture

Criteria for assessing learning

In Task 1 (audio presentation), the student will be assessed on how well s/he:

  • Composes text appropriate to context, purpose and audience
  • Structures information and ideas
  • Demonstrates capacity to manipulate language structures and vocabulary in Chinese.
  • Demonstrates control of Chinese pronunciation and intonation

Activity 2: Blog

Download the activity

Year 11 Chinese: Blog

Grade Student work samples
Grade A Chris   Tam
Grade B Alex   Matti
Grade C Darcey

Description of activity

Writing in Chinese

Task 2
Task 2 Imagine that you are the student who stayed with Li Daming/Li Xiaohong. S/he has posted the attached blog based on his/her exchange with a family in Melbourne. You decide to write a blog about your experiences with his/her family.

In your blog refer specifically to Li Daming/Li Xiaohong, his/her family, school and the town where you stayed based on the information from his/her blog as well as information that you have provided in your application.

Man on a bike at an intersection

学生交流博客

你好,我的名字是[李大明/李小红]。我在墨尔本西区一个小公寓住了三个月。墨尔本的家跟我在中国的家完全不一样。在中国我爸爸,妈妈和弟弟住在一个离城市约15分钟的小村庄里。

澳大利亚的学校上课很轻松。在周末,我很喜欢和我澳大利亚的朋友一起出去玩。我很快就交了很多的朋友 - 比在中国容易多了。

澳大利亚菜和中国菜是完全不同的。我妈妈是一个很好的厨师。我最喜欢吃她做的中国菜!

这是我在墨尔本时骑自行车的照片。这让我想起了去年住在我们家从悉尼来的交换学生。他/她不能骑自行车,你能相信吗?

我常常想念她/他。很可惜,开始的时候,我没花时间与他/她交流!我知道他/她刚到时不大习惯学校的生活和中国的食品。 (我认为他/她在悉尼时不常常在家吃家常饭),但慢慢地他/她就习惯下来了。

Context

Students would have studied approximately 200 hours of the Chinese course. They are assumed to be competent in communicating ideas and information.  They have knowledge of past, present and future tenses, and relevant vocabulary. Students are aware of the language and culture of Chinese speaking communities.

Areas of assessment for Task 2

  • Relevance of the response to the task with specific reference to the stimulus material
  • Capacity to manipulate Chinese to create comprehensible text

Outcomes

Stage 6
The student:
2.1  applies knowledge of language structures to create original text
2.2  composes informative, reflective, persuasive texts appropriate to context, purpose and/or audience
2.3  structures and sequences ideas and information
3.1  conveys the gist of texts and identifies specific information
4.3  reflects upon significant aspects of language and culture

Criteria for assessing learning

In Task 2 (blog), the student will be assessed on how well s/he:

  • Composes text appropriate to context
  • Demonstrates the relevance of information, ideas and research
  • Structures information and ideas
  • Demonstrates capacity to manipulate language structures and vocabulary in Chinese.
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