Elaboration ACLCHC008
experimenting with using high-frequency Chinese sounds to transcribe simple common words into Pinyin, such as 我 wŏ
Elaboration | ACLCHC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC006
captioning or labelling illustrations on storyboards, practising the strokes of high-frequency characters
Elaboration (1) | ACLCHC006 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC002
recognising and copying high-frequency characters relating to family and number, and noticing the formation and spacing of characters
Elaboration (3) | ACLCHC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Context statement Chinese
The place of the Chinese language and culture in Australia and the world China's official language is Modern Standard Chinese, or Putonghua (the common or shared language) in Chinese. The language is also referred to as Hanyu, the spoken …
Context statement | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU112
reflecting on the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
Elaboration | ACLCHU112 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC131
gathering information by surveying family and friends about languages spoken, country of origin, or participation in cultural events and leisure activities, and displaying information on frequency charts
Elaboration (1) | ACLCHC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 7 and 8 Chinese
The nature of the learners Students whose first language is Chinese learn about being Chinese in Australia and begin to develop their bilingual and bicultural identities as they learn to live and interact with the Australian community. …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU010
Reproduce the four tones and recognise how they can change the meaning of words
Elaborations ScOT Terms
ACLCHU010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU123
Recognise that characters are the written representation of spoken Chinese and the morphological nature of Chinese words
Elaborations ScOT Terms
ACLCHU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU154
Recognise the use of tone, intonation and stress of words to express emotion, opinion and attitude
Elaborations ScOT Terms
ACLCHU154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Foundation to Year 2 Chinese
The nature of the learners Students will have some exposure to Chinese language and culture in the context of their family and community life. They are likely to have high oracy skills but low literacy skills in Chinese. In the school environment they …
Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU080
exploring how known languages influence their own communicative preferences, such as reflecting the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢
Elaboration | ACLCHU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second 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 sustain extended interactions with familiar and unfamiliar participants in a range of contexts (for example, interacting with Chinese-speaking students online; using Chinese to …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC007
explaining the meaning of Chinese words to classmates
Elaboration (2) | ACLCHC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Chinese Years 3 and 4
By the end of Year 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字？ 你上几年级？ …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU042
Discriminate between similar or related syllables and words by listening with attention to intonation, stress and phrasing
Elaborations ScOT Terms
ACLCHU042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Chinese Years 3 and 4
By the end of Year 4, students use spoken and written Chinese to initiate interactions and to participate in short exchanges, for example, 你晚饭吃什么？,我学汉语和英语,站起来， 大家听老师说. They organise and convey factual information and share experiences in formal and informal …
Achievement Standard | Achievement Standards | Years 3 and 4 | 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 use spoken and written Chinese to initiate and sustain interactions in familiar and unfamiliar contexts. They exchange information, ideas and opinions and enquire into the experiences and opinions of others, using …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC023
Translate the meanings of important everyday words using contextual cues[Key concepts: context, celebration; Key processes: participating, recognising, responding, listening]
Elaborations ScOT Terms
ACLCHC023 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU170
Identify changes in tone that occur when words or tones are combined, recognise atonality in rapid connected speech, and use this knowledge to aid in interpreting meaning
Elaborations ScOT Terms
ACLCHU170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum