Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
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Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to maintain exchanges, to analyse and evaluate information, and to share opinions (for example, 电视节目，纪录片，教育片，微电影, 报纸，杂志， 网站，博客， 少年百科) and experiences, for example, 我们为什么要保护熊猫？中国和澳大利亚的一些差异, …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students sustain extended exchanges with others (for example, 那个，你知道的，就是，还有) and use Chinese to participate in shared activities, for example, 我为什么学汉语，澳大利亚的多元文化，年轻人的兴趣，网络的好与坏, 你难道不觉得…如果…就…吗？你的意思是说…,如果是这样的话… …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to sustain interactions in their personal and social worlds (for example, 你叫什么名字？你多大了？你住在哪个城市？,不对，我是说… and 老师，我可以用电脑吗？), making appropriate language choices for different roles, relationships …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活，澳大利亚的运动，我最喜欢的春节活动. They ask questions (for …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC004

Locate and present information about familiar objects, people and personal interests using visual and contextual cues[Key concepts: self, family, home, routines; Key processes: obtaining, processing]

literacy critical-creative Elaborations ScOT Terms

ACLCHC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC025

Reflect on how aspects of personal identity are expressed in Australian and Chinese contexts[Key concepts: self, belonging; Key process: reflecting]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC037

Engage with characters and points of view in short imaginative texts, express personal opinions and create simple spoken imaginative texts[Key concepts: character, viewpoint; Key processes: connecting, expressing, responding]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC050

Correspond with peers and other familiar participants to plan activities, and compare opinions on and attitudes towards different cultures[Key concepts: relationship, experience, community; Key processes: sharing perspectives, exchanging, correspondi …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC050 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC051

Analyse and summarise relevant information obtained from a range of spoken sources and convey this information to known audiences through a range of texts[Key concepts: fact/fiction, representation, perspective, choice; Key processes: summarising, identifying, …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC051 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC056

Create short bilingual texts on topics of personal interest and on key content from other learning areas and provide subtitles or commentary to assist meaning[Key concepts: bilingualism, identity; Key processes: translating, interpreting]

literacy critical-creative Elaborations ScOT Terms

ACLCHC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC067

Analyse, compare and present perspectives on topics of interest, identifying the different ways emotions, intentions and ideas are expressed[Key concepts: celebrity, leisure and recreation, place, education, youth, space; Key processes: comparing, contrasting, …

literacy numeracy information-communication critical-creative personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLCHC067 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC068

Collate and present different perspectives on a range of issues from different sources[Key concepts: ideograph, issues, career, future; Key processes: extracting, collating, identifying]

literacy numeracy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC068 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC089

Reflect on personal experiences and observations of using and learning Chinese language in familiar contexts, and use these reflections to improve communication[Key concepts: respect, context; Key processes: reflecting, observing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC089 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC099

Locate and compare perspectives on people, places and lifestyles in different communities, from a range of spoken information texts, and convey this information to others[Key concepts: representation, time, leisure; Key processes: processing, informing, …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC099 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC101

Respond to imaginative texts by stating how themes such as relationships, image and acceptance are portrayed, and create own performances to express ideas on personal experiences of these themes[Key concepts: experience, emotion, beauty, character; Key …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC101 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC121

Reflect on aspects of their Chinese identity and personal relationships with others[Key concepts: belonging, place; Key processes: reflecting, observing, noticing

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC134

Create short personal narratives and performances of poetry, song, dance or drama which reflect the culture and traditions of the Chinese community[Key concepts: imagination, point of view; Key processes: responding, expressing]

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC145

Interact and socialise with peers and known adults, exchanging ideas and opinions about personal experiences and social activities[Key concepts: place, identity, community; Key processes: negotiating, transacting, arranging]

literacy information-communication critical-creative personal-social ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLCHC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU157

Recognise and apply conventions of personal texts and compare textual features of different texts

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

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