Elaboration (4) ACLCHC246
understanding the history of their local Chinese community and the multicultural nature of Australian society, for example, interviewing older migrants about their experiences as Chinese Australians (老一代的华人在餐饮、 木工、 香蕉种植等方面为澳洲做出了贡献，新一代的华人更多的是在金融、法律、医生 …
Elaboration (4) | ACLCHC246 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC085
assuming the role of a young Chinese person in the performance of a play about, for example, celebrating Chinese New Year
Elaboration (4) | ACLCHC085 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC146
captioning bilingual posters to promote community events (such as Chinese New Year celebrations, lion dance performances, visiting performers) and school activities, such as cultural days, assembly items or grandparents’ day
Elaboration (4) | ACLCHC146 | 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 Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …
Foundation to Year 2 | Years F–10 Sequence | Second 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
Years 3 and 4 Chinese
The nature of the learners At this level children are developing awareness of their social world and memberships of various groups, including of the Chinese class. They benefit from varied, activity-based learning which builds on their interests and …
Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 3 and 4 Chinese
The nature of the learners Learners explore how they use more than one language in their daily lives, and use Chinese in relation to their personal world, countries where Chinese is spoken and the world of imagination. Chinese language learning and …
Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC001
using pictures and prompt cards to participate in conversations
Elaboration (4) | ACLCHC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC002
recognising the differences in describing family members in Chinese and English, for example, ‘brothers’ can be 哥哥 or 弟弟 in Chinese
Elaboration (4) | ACLCHC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC003
practising tone, actions and gestures that support meaning to share information
Elaboration (4) | ACLCHC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC009
presenting a collage or poster which represents aspects of their identity, using text and images
Elaboration (4) | ACLCHC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU011
identifying syllables that make up Chinese words, such as 小/老/鼠 (xiǎo/lǎo/shǔ), and understanding that words such as 熊猫 (xióng māo) have two syllables, with each syllable having a meaning
Elaboration (4) | ACLCHU011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC017
giving information in response to questions such as 你的弟弟几岁？, and responding to turn-taking signals such as 该你了 or pauses
Elaboration (4) | ACLCHC017 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC021
singing familiar songs from both cultures, such as 《小星星》，《说哈罗》,《猜拳歌》 or 《狼与小孩》, to memorise words and sounds and for enjoyment
Elaboration (4) | ACLCHC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC022
designing play props and costumes appropriate to the context and setting of a story read or listened to in class, and identifying traditional Chinese clothes and accessories
Elaboration (4) | ACLCHC022 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU026
engaging in activities to raise tonal awareness, such as competing with classmates to read a tongue twister (妈妈骂马) and using hand gestures to help pronounce different tones
Elaboration (4) | ACLCHU026 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU027
making connections between key morphemes in familiar words, for example, fruit group 水果、苹果 、果汁; vehicle group 汽车、火车、车子
Elaboration (4) | ACLCHU027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC033
preparing performances celebrating important events in the Chinese calendar to present at school assemblies to raise community understanding of aspects of Chinese culture, such as a taiji performance, a lion dance, or a Spring Festival song such as 《 …
Elaboration (4) | ACLCHC033 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC034
using emoticons such as >_<||| in digital communication to enhance meaning conveyed
Elaboration (4) | ACLCHC034 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC035
supporting presentations with pictures, charts or graphs as appropriate, for example, using bar charts to show data on 澳大利亚的语言
Elaboration (4) | ACLCHC035 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum