Elaboration (4) ACLCHC148
creating poster displays using graphics, photographs and illustrations to document and convey ideas related to topics of interest, for example, their country of origin, family tree or favourite sports team
Elaboration (4) | ACLCHC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC149
reading extracts from culturally significant children’s literature, discussing their personal responses to the characters and storyline, and writing a journal to relate the story to personal experience or express empathy for characters involved
Elaboration (4) | ACLCHC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU156
exploring and beginning to build more complex messages, such as using forms of cohesion, and finding ways to generalise or nominalise ideas, for example, 因为… 所以 …, 虽然… 可是…, 不但… 而且…, 总而言之/总的来说
Elaboration (4) | ACLCHU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU158
differentiating oral and written styles of language, for example, 我要吃好吃的。中国有很多美食
Elaboration (4) | ACLCHU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC161
sharing experiences relating to school (for example, camps, excursions, class activities) and leisure (for example, sporting competitions, television programs, family holidays) with participants of online communities of Chinese speakers, such as educational …
Elaboration (4) | ACLCHC161 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC162
creating posters to promote activities among young people in Chinese communities within and beyond the school, for example, a language and culture club, sporting team
Elaboration (4) | ACLCHC162 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC165
comparing features of performance in different media (such as radio, television and online videos), and discussing how entertainment is changing with technology
Elaboration (4) | ACLCHC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC167
considering ways to convey culture-specific terms (for example, 中药和食疗, 上火，大补) in English
Elaboration (4) | ACLCHC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU174
interpreting the relationships of participants in a spoken interaction by observing word choices and gestures, for example examining what titles are used for individuals in Chinese (for example, 老张 / 张校长/张小明)
Elaboration (4) | ACLCHU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC177
listening to guest speakers such as ambassadors for Asian literacy or other inspirational young people who are engaged with Chinese language learning, and discussing their experiences and achievements
Elaboration (4) | ACLCHC177 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC178
investigating services provided to the local community, including social welfare and support services, and considering ways to assist such organisations in promoting and delivering their services
Elaboration (4) | ACLCHC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC179
identifying the implied values that influence a writer’s representation of a particular issue, for example, reporting on how the issue of 空巢老人 in China is influenced by the Chinese values of ‘family being together’ and ’filial piety’
Elaboration (4) | ACLCHC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC183
creating plays in response to classical literature, such as 《草船借箭》, considering how the character’s personality can be reflected in dialogue
Elaboration (4) | ACLCHC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC184
experimenting with ‘word play’, for example, 谐音秃子打伞----无法无天（无发无天), and discussing how this might be transferred into English
Elaboration (4) | ACLCHC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU190
using models of literary styles to create texts and present them in multiple ways, for example, producing an article with 排比 to enhance emotional impact, and reading it aloud to peers, using volume, stress and facial expression to reflect emotions
Elaboration (4) | ACLCHU190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU191
reading extracts of 古典小说, such as 《水浒传》, and noticing how language use differs from contemporary speech, for example, 史进道： 小人大胆， 敢问官人高姓大名？ 那人道：洒家是经略府提辖， 姓鲁， 讳个达字。 敢问阿哥，你姓什么？
Elaboration (4) | ACLCHU191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC194
comparing own experiences to the lives of young people in other Chinese-speaking communities, for example, 我觉得 7:30上学太早。 我不坐地铁上学，我坐公共汽车上学
Elaboration (4) | ACLCHC194 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC195
producing Chinese language versions of school promotional materials to assist the Chinese community to engage with school activities, for example, a school fete, principal’s tour, sister school visit
Elaboration (4) | ACLCHC195 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC196
experimenting with different note-taking strategies when listening, for example, noting key words in Pinyin and recording numbers using Arabic numerals
Elaboration (4) | ACLCHC196 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC197
obtaining and representing information from texts that include both text and visual images to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables
Elaboration (4) | ACLCHC197 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum