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It sets out the rationale for language learning, including communication, cross-cultural understanding, cognitive development, literacy, and vocational pathways. 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It defines spoken putonghua and simplified character text in writing, while also permitting traditional or complex characters for students’ written work.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What is the purpose of studying Chinese in this VCE program?",{"text":118,"@type":114},"The rationale emphasizes communication skills, cross-cultural understanding, cognitive development, literacy, and access to cultures. It also highlights vocational and continued learning pathways supported by Chinese proficiency.",{"name":120,"@type":111,"acceptedAnswer":121},"What accreditation period does the study design cover?",{"text":122,"@type":114},"The accreditation period is 2005–2016. 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COPYRIGHT REMAINS THE PROPERTY OF THE ARTIST.  \nLatoya BARTON The sunset (detail)  \nfrom a series of twenty-four  \n9.0 x 9.0 cm each, oil on board  \nLiana RASCHILLA  \nTeapot from the Crazy Alice set  \n19.0 x 22.0 x 22.0 cm  \nearthenware, clear glaze. lustres  \nKate WOOLLEY Sarah (detail)  \n76.0 x 101.5 cm, oil on canvas  \nChristian HART Within without (detail) digital film, 6 minutes  \nMerryn ALLEN  \nJapanese illusions (detail)  \ncentre back: 74.0 cm, waist (flat): 42.0 cm polyester cotton  \nJames ATKINS  \nLight cascades (detail)  \nthree works, 32.0 x 32.0 x 5.0 cm each glass, flourescent light, metal  \nLucy McNAMARA Precariously (detail)  \n156.0 x 61.0 x 61.0 cm  \npainted wood, oil paint, egg shells, glue, stainless steel wire  \nTarkan ERTURK Visage (detail)  \n201.0 x 170.0 cm  \nsynthetic polymer paint, on cotton duck  \nNigel BROWN  \nUntitled physics (detail)  \n90.0 x 440.0 x 70.0 cm  \ncomposition board, steel, loudspeakers, CD player, amplifier, glass  \nChris ELLIS Tranquility (detail)  \n35.0 x 22.5 cm  \ngelatin silver photograph  \nKristian LUCAS  \nMe, myself, I and you (detail)  \n56.0 x 102.0 cm oil on canvas  \nPing (Irene VINCENT)  \nBoxes (detail) colour photograph  \nTim JOINER  \n14 seconds (detail) digital film, 1.30 minutes  \nAccredited by the Victorian Qualifications Authority 41a St Andrews Place, East Melbourne, Victoria 3002  \nDeveloped and published by the Victorian Curriculum and Assessment Authority 41 St Andrews Place, East Melbourne, Victoria 3002  \nThis completely revised and reaccredited edition published 2004.© Victorian Curriculum and Assessment Authority 2004  \nThis publication is copyright. Apart from any use permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Victorian Curriculum and Assessment Authority.  \nEdited by Ruth Learner  \nCover designed by Chris Waldron of BrandHouse Desktop published by Julie Coleman  \nChinese First Language ISBN 1 74010 341 6  \nContents  \n5 Important information  \n7 Introduction  \nThe language  \nRationale  \nAims  \n8 Structure  \nEntry  \nDuration  \nChanges to the study design  \nMonitoring for quality  \n9 Safety  \nUse of information and communications technology Key competencies and employability skills Legislative compliance  \nVocational Education and Training option  \n10 Assessment and reporting  \nSatisfactory completion  \nAuthentication  \nLevels of achievement  \n12 Units 1–4: Common areas of study  \n17 Unit 1  \nOutcomes  \n18 Assessment  \n20 Unit 2  \nOutcomes  \n21 Assessment  \n23 Units 3 and 4  \nDetailed study  \n25 Unit 3  \nOutcomes  \n26 Assessment  \n28 Unit 4  \nOutcomes  \n29 Assessment  \n33 Summary of outcomes and assessment tasks  \n36 Advice for teachers  \nDeveloping a course  \n37 Use of information and communications technology  \n38 Key competencies and employability skills Learning activities  \n55 Main characteristics of common text types  \n56 Main characteristics of different kinds of writing  \n58 Suitable resources  \nIMPORTANT INFORMATION  \nAccreditation period  \nUnits 1–4: 2005–2016  \nThe accreditation period commences on 1 January 2005.  \nOther sources of information  \nThe VCAA Bulletin is the only official source of changes to regulations and accredited studies. The VCAA Bulletin, including supplements, also regularly includes advice on VCE studies. It is the responsibility of each VCE teacher to refer to each issue of the VCAA Bulletin. The VCAA Bulletin is sent in hard copy to all VCE providers. It is available on the Victorian Curriculum and Assessment Authority’s website [at www.vcaa.vic.edu.au](at www.vcaa.vic.edu.au)  \nTo assist teachers in assessing school-assessed coursework in Units 3 and 4, the Victorian Curriculum and Assessment Authority publishes an assessment handbook that includes advice on the assessme","cbCaimZJqsdjikFA","https://ap.wps.com/l/cbCaimZJqsdjikFA","pdf",998053,59,"English","# Important information\n## Accreditation period\n## Other sources of information\n## VCE providers\n## Photocopying\n# Introduction\n## The language\n## Rationale\n## Aims\n# Structure\n## Entry\n## Duration\n## Changes to the study design\n## Monitoring for quality\n# Safety\n## Use of information and communications technology\n## Legislative compliance\n# Assessment and reporting\n## Satisfactory completion\n## Authentication\n## Levels of achievement\n# Units 1–4: Common areas of study\n## Unit 1\n## Unit 2\n## Units 3 and 4\n## Summary of outcomes and assessment tasks\n## Advice for teachers\n## Developing a course","[{\"question\":\"Which Chinese version is used for study and assessment?\",\"answer\":\"The study design uses the modern standard/official version of Chinese. It defines spoken putonghua and simplified character text in writing, while also permitting traditional or complex characters for students’ written work.\"},{\"question\":\"What is the purpose of studying Chinese in this VCE program?\",\"answer\":\"The rationale emphasizes communication skills, cross-cultural understanding, cognitive development, literacy, and access to cultures. It also highlights vocational and continued learning pathways supported by Chinese proficiency.\"},{\"question\":\"What accreditation period does the study design cover?\",\"answer\":\"The accreditation period is 2005–2016. It commences on 1 January 2005, and other official updates are referenced through the VCAA Bulletin.\"}]","Victorian Certificate of Education Chinese First Language Study Design | PDF",1789905243,149]