CHINESE PROGRESSION POINTS LEVELS ONE TO FOUR VELS
LEVEL
Listening
(PREP)
Follow basic
0.50
classroom
directions with
aid of gestures.
1.0
Demonstrate
understanding
by responding to
questions and
instructions with
single words
and short
phrases and
non-verbally
(e.g. by
pointing)
Follow simple
classroom
directions.
Match pictures
to sounds.
Respond
appropriately to
simple, oftenrepeated
questions.
Speaking
Participate in
choral use of the
language, in
simple songs
and rhymes.
Repeat teachermodelled use of
the language
Participate in
choral use of the
language.
Repeat teachermodelled use of
the language.
Greet and
farewell teacher
and friends
appropriately.
Respond
appropriately to
questions about
their name.
Use single
words and
phrases in
action-related
Reading
Writing
Identify the names
of visible objects
and items from
visual clues.
(e.g. by pointing)
Identify a limited
number of simple
pictographs.
Trace strokes that
make up Chinese
characters.
Identify simple
characters,
including some of
the characters from
one to ten and
selected
pictographs.
Trace or copy
simple characters,
including some
numbers and
pictographs.
Recognise
characters of
specific concrete
items and their
different sounds.
Identify names of
objects and items
from aural/visual
clues.
Intercultural
Understandings
Language
Awareness
Recognise some
culturally-specific
gestures and body
language (e.g. slight
nod of head when
greeting someone).
Notice that the
sounds of Chinese
and English are
different.
Demonstrate an
understanding of some
of the differences in
how people eat,
gesture, write and say
things.
Notice and discuss
the different writing
system of Chinese.
Recognise that
characters represent
‘words’.
Repeat tones
correctly by
following the teacher
or using interactive
computer program.
Create own
mnemonics, e.g.
‘pizza’ for 鼻子
（nose）
activities (e.g.
games) and to
answer
questions or
follow
instructions.
LEVEL
Listening
(Years
1 -2)
Recognise and
1.25
repeat words
correctly.
Respond using
actions in songs
and games.
1.50
Identify words
and phrases.
Follow
instructions to
complete a
given task.
Speaking
Reading
Writing
Recognise and
repeat words
and phrases
correctly.
Respond to
simple
questions,
including zodiac
animal.
Read poems and
rhymes with the aid
of pinyin.
Copy and trace
characters selected
from units of work,
demonstrating some
awareness of stroke
order.
Name some colours,
objects, places
associated with
countries where the
language is spoken.
Begin to notice the
similarities and
differences between
English and Chinese,
e.g. sentence
structures.
Respond with 2
or 3 words to
questions.
Read familiar
characters with the
aid of pinyin.
Label pictures.
Understand that other
people do things
differently and that in
Chinese culture there
are special events at
different times of the
year, and that they are
important in Chinese
family life.
Recognise the
difference between
using characters to
write and letters.
Know that there is
correct stroke order
when writing
characters but don’t
always follow.
Read aloud familiar
characters such as
numbers and other
selected vocabulary
as shown on
flashcards.
Copy and trace
selected characters.
Identify two or more
landmarks in China.
Write a few simple
characters correctly
from memory (e.g.
Understand that
different terms are
used for older and
Notice the use of the
enumerative comma
as used in songs and
rhymes.
Fill in gaps with
pinyin.
Introduce self.
1.75
Demonstrate
comprehension
through
colouring,
drawing, mime
or action and by
Respond to
questions about
name, age and
family.
Ask questions
about age,
numbers and
colours.
Express likes
Intercultural
Understandings
Language
Awareness
Understand that
responding
using single
words or short
sentences.
and dislikes.
Match pictures to
short sentences.
一、二、三 、十 、
人).
Identify known
characters in poems
or songs.
2.0
Understand
longer
utterances with
the aid of
gesture and
mime.
Generate
simple, original
sentences
(including
expressing likes
and dislikes).
Respond orally
to questions
asked about
family and pets.
Greet and
farewell the
teacher and
express thanks
and apologies.
Respond to
short questions
about songs,
stories and
rhymes.
Follow
instructions to
complete simple
craft activities.
Take part in
simple roleplays.
Read aloud and for
meaning short
repetitive texts with
the aid of pinyin
(e.g. picture story
books, rhymes).
Write selected basic
characters associated
with particular units
of work.
Produce simple
multimedia
presentations using
the language they
have learnt. E.g.
about their family
and pets.
Complete gap-filling
exercises, selecting
characters from a
list.
younger brothers and
sisters. Understand
that these terms are
often used instead of
family members’
names.
Demonstrate an
understanding of the
relationship between
pupil and teacher by
always using the term
‘laoshi’.
Compare preferences
for different animals as
pets and discuss why.
kinship terms are
often formed by
repetition of
syllables.
Become aware of the
use of tones in
Chinese.
Identify and
compare elements of
punctuation in
context between
English and Chinese
(e.g. in songs,
rhymes).
Recognise the
fundamental
difference between
using an alphabet
and using characters.
Recognise
similarities and
differences between
sentence structures
including the use of
measure words when
talking about the
number of pets, etc.
LEVEL
Listening
(Years
3 -4)
Complete tasks by
2.25
matching spoken words
with pictures, filling in a
table, filling gaps with
required words or
ticking alternatives.
Speaking
Reading
Writing
Make a simple oral
presentation using
correct pronunciation
and intonation. E.g. selfintroduction.
Read captions and short
illustrated sentences
with the aid of pinyin.
Adapt models to write
descriptions and simple
stories (e.g. by filling in
gaps)
Take part in a role-play
of three to four turns per
person, with guidance.
2.50
Respond orally to
questions asked about
self, family and sports.
Exchange personal
information with a
partner, taking three or
four turns.
Use appropriate forms
of greeting and leavetaking.
Read aloud short texts
containing familiar
characters and pinyin,
with correct
pronunciation,
intonations and
phrasing. Match text
with meaning (e.g. short
Write selected
characters using correct
stroke order following
modelling by teacher.
Developing
understanding of
proportion in characters.
Intercultural
Understandings
Compare and contrast
like events in cultures
which use different
languages (e.g.
festivals)
Have an understanding
of the customs
associated with special
festivals, especially
Chinese New Year.
Developing awareness
of culturally appropriate
behaviours.
Compare and contrast
different customs
associated with
birthdays between
Language
Awareness
Use substitution
strategies to generate
changed meaning.
Use an English/Chinese
picture dictionary to
find new words to
expand their vocabulary
range.
Begin to understand that
the number of characters
that they can read is
greater than those they
can write and to reflect
on why.
Understand that there
2.75
3.0
Complete matching
activities related to units
of work (e.g.
descriptions of animals,
modes of transport to
different locations,
likes/dislikes in sports).
Provide basic factual
information about self
and others.
(.e.g name, age, family).
Listen to short, simple
texts and show
understanding by
completing both oral
and written tasks, e.g.
by answering questions,
completing a grid,
completing a drawing,
matching items and
numbering pictures.
Construct questions
themselves using
information from
answers they receive in
structured situations.
(e.g. 你有狗吗？没
有。 你有猫吗？).
Ask and respond to
questions about self and
family.
Describe attributes and
abilities using 有 and
会. Use connective 和.
（她有蓝色的眼睛）
statements with
pictures, vocabulary
item with picture).
Recognise familiar
radicals in new
characters.
Locate specific items of
information in response
to questions.
Select and order
information (e.g.
jumbled word order
tasks.)
Recognise simple
characters individually
and in context.
Read and write known
characters and expand
their repertoire of
known characters.
Use correct word order
as modelled by teacher.
Australia and China.
are different types of
questions patterns, e.g.
with interrogative
pronouns or 吗。
Understand the
importance of the family
in Chinese culture.
Recognise a growing
number of the radicals
that form parts of
characters and identify
significant ones such as
‘san dian shui’ and 木.
Demonstrate an
understanding of
culturally appropriate
values, responses and
patterns of behaviour in
particular situations
related to the topics
being studied (e.g.
restaurant)
Use of effective
language learning
strategies, e.g.
recognition of linguistic
patterns.
Write simple sentences
based on a model.
Write simple sentences
based on modelled
examples.
Use basic structures in
response to simple
questions.
Use both ‘ma’ questions
and other question
words such as ‘shenme’.
Use substitution
strategies to generate
changed meaning.
Use simple software
applications to
demonstrate
understanding of known
vocabulary and
structure.
Use a picture dictionary
to expand repertoire of
characters.
LEVEL
Listening
(Years
5 -6)
Comprehension of
3.25
short, simple, factual
spoken information.
Speaking
Reading
Writing
Intercultural
Understandings
Language
Awareness
Awareness of culturally
appropriate behaviours
and similarities and
differences in cultural
practice; e.g.
appropriate modes of
address.
Use of culturally
appropriate behaviours
when interacting with
speakers of the target
language; e.g. bowing
when greeting, making
appropriate eye contact,
allowing for personal
space.
Use of culturally
appropriate writing
Use of effective
language strategies for
example, recognition of
linguistic patterns,
keeping word lists of
useful vocabulary.
With teacher guidance,
participate in oral
interactions on simple
prepared topics in
Chinese.
With teacher guidance,
read short, familiar,
modified texts for
meaning.
Use characters with
correct stroke order and
proportion in writing
based on models.
3.50
Comprehend simple,
factual, spoken
information, and
discriminate between
sounds and tones when
listening, e.g. matching
items.
With teacher support,
participate in oral
interactions on simple
topics in the target
language.
With some teacher
support, read short,
familiar, modified texts
for meaning and
enjoyment.
Use substitution
strategies in writing to
generate changed
meaning with
characters, using correct
stroke order and
proportion.
3.75
Comprehend simple,
factual, spoken
Participation in oral
interaction on simple
Read short, modified
texts for meaning, using
Use known characters in
linked sentences, with
Use and evaluation of
effective language
learning strategies, e.g.
grouping of characters.
Confident use of and
reflection on effective
4.0
information, and make
appropriate oral
responses.
topics in the target
language.
previously learnt
language skills and
knowledge in new
contexts.
correct stroke order and
pronunciation.
Demonstrate
comprehension of
longer texts, (e.g. in
descriptions, weather
reports, accounts, a
sequence of events and
a set of instructions).
Students participate in
oral interactions to
convey and receive
information. They
adapt language and
gesture appropriately for
the role, audience and
purpose of the
discourse.
They initiate and lead
communication and
respond to
communication initiated
by others.
They acquire and use
new information and
language, and recycle
previously learnt
language skills and
knowledge in new
contexts.
Students read short,
modified texts for
meaning. They read
aloud, demonstrating
knowledge of phrasing
and correct
pronunciation.
Students write
characters paying
attention to shape,
stroke order and
proportion.
They categorise
characters they have
learning into groups
based on meaning and
appearance, e.g. with
same radical.
They write sentences
using appropriate
characters and form
paragraphs by following
modelled examples.
They use pinyin for
basic word processing.
conventions, e.g. writing
emails from left to right,
and not vertically, for
character language such
as Chinese.
Students apply relevant
conversational rules and
expectations, e.g. those
related to politeness
(e.g. use of ‘please’ and
‘thank you’).
They interact with
members of the
Chinese language
community in Australia
as a means of extending
their understanding of
perspectives on the
themes and topics in the
classroom. (e.g. using
email, wikis, etc.)
Students identify ways
in which Chinese
language and culture has
impacted on Australia.
Know some basis facts
about Chinese
geography and famous
places/sites/
language learning
strategies, e.g.
observing and using
language rules.
Able to explain
distinctive rules relating
to writing in Chinese
Students demonstrate
effective reflection on
their language learning
by sharing a learning
strategy they use
successfully or by
evaluating and
improving a strategy
they have tried.
Recognise differences in
use of localizers, e.g.
上、下、前、后 are
used after nouns, not
before as in English.