Education Perfect works to align our Chinese content with the syllabus of each state.
In this article
New South Wales: Beginners Stage 6 Syllabus
Languages aligned to the Chinese Beginners stage 6 Syllabus.
Topic/Theme | LIA Links |
Family life, home and neighbourhood |
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People, places and communities |
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Education and work |
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Friends, recreation and pastimes |
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Holidays, travel and tourism |
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Future plans and aspirations |
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New South Wales: Continuers Stage 6 Syllabus
Languages aligned to the Chinese Continuers stage 6 Syllabus.
Topic/Theme | LIA Links |
The individual | |
Personal identity: For example:
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Education and aspirations: For example:
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Recreation and leisure: For example:
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Travel experiences: For example:
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The Chinese speaking communities | |
History and culture: For example:
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Lifestyles: For example:
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The changing world | |
Youth issues: For example:
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The world of work: For example:
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Tourism and hospitality: For example:
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Queensland: Chinese Senior Syllabus
Languages aligned to the Queensland Chinese Senior Syllabus 201
Topic/Theme | LIA Links |
My World | |
Topic one: Family/careers and friends | Background Units:
Advanced Level Units:
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Topic two:
Lifestyle and leisure | Backgrounds Units:
Advanced Level Units:
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Topic three:
Education | Background Units:
Advanced Level Units:
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Exploring our World | |
Topic one: Travel | Background Units:
Advanced Level Units
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Topic two: Technology and media |
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Topic three:
The contribution of Chinese culture to the world |
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Our Society | |
Topic one: Roles and relationships |
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Topic two:
Socialising and connecting with my peers |
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Topic three:
Individuals in society |
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My Future | |
Topic one:
Finishing secondary school, plans and reflections |
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Topic two: Responsibilities and moving on |
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Victoria: VCE Chinese Study Design (2017/18-2021)
Languages aligned to the Victorian Certificate of Education Chinese Study Design (2017/18-2021).
Topic/Theme | LIA Links |
Unit 1 | |
Chinese family culture, filial relationships and education
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Family and school life
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Unit 2 | |
Chinese myths and legends, Chinese art
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Travel experience, geography
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Unit 3 | |
Chinese philosophies and aspects of culture
| Resources still being developed |
Leisure, lifestyles, entertainment
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Unit 4 | |
Contemporary Chinese social values
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Youth issues, world of work
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Western Australia: French ATAR Course Year 11
Languages aligned to the Chinese ATAR course: Year 11 syllabus.
Topic/Theme | LIA Links |
Unit 1: 青少年 (Teenagers) | |
Having fun: (The individual) Students reflect on their favorite activities: sports, going out, and socializing. |
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Student’s daily life: (The Chinese-speaking communities) Students explore the daily routines of young Chinese speakers: school, interests, and social activities. |
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Technology and leisure: (The changing world) Students consider the impact of technology on the lives of young people around the world. |
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Unit 2: 我们去旅行吧! (Travel – let’s go) | |
Tales of travel: (The individual) Students reflect on their own travel experiences and plans and discuss what is essential when planning a trip and travelling at home and/or abroad. |
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Western Australia as a travel destination: (The Chinese-speaking communities)
Students explore Western Australia as a destination for Chinese-speaking travelers and discuss how they would prepare a Chinese speaker for a trip to Western Australia. |
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China as a travel destination: (The changing world) Students consider China as a tourist destination. |
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Western Australia: French ATAR Course Year 12
Languages aligned to the Chinese ATAR course: Year 12 syllabus (2019).
Topic/Theme | LIA Links |
Unit 3: 目前情况 (Here and now) | |
Relationships: (The individual) Students reflect on the different relationships in their lives |
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Celebrations and traditions: (The Chinese-speaking communities) Students explore major celebrations, traditions and festivals in Chinese communities. |
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Communicating in a modern world: (The changing world) Students consider how the internet, mobiles, social networking and other technologies are used in building and maintaining relationships. |
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Unit 4: 有什么打算? (What next?) | |
Reflecting on my life and planning my future: (The individual) Students reflect on their final year at school and their plans for the future: further education, employment and travel. |
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The environment: (The Chinese-speaking communities) Students explore current issues in relation to the environment in Chinese-speaking communities. |
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Current issues: (The changing world) Students consider issues in the changing world relevant to them. |
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