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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 …

Elaboration (3) ACLCHC009

comparing learning in English with learning in Chinese, for example, learning about syllables and components

Years 9 and 10 Chinese

The nature of the learners At this level, students bring prior knowledge of Chinese language and culture, and a range of language learning strategies to their learning. They are increasingly aware of the world beyond their own and are engaging with youth, …

Years 7 and 8 Chinese

The nature of the learners These years represent a transition to secondary school and students in this pathway are continuing to study Chinese bringing with them a capability to communicate, with some assistance, about their immediate world and China. Chinese …

ACLCHC069

Engage with a range of performance-based imaginative texts, and respond by discussing attitudes portrayed, expressing opinions, explaining themes, discussing characters, and considering language use and cultural meanings, and apply this knowledge to create …

Elaborations ScOT Terms

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 …

Years 5 and 6 Chinese

The nature of the learners At this level students are expanding their social networks, experiences and communication repertoire in both their first language and Chinese. They continue to need guidance and participate in structured, collaborative tasks …

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]

Elaborations ScOT Terms

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？ …

Elaboration ACLCHC005

viewing cartoons or segments of movies based on traditional Chinese stories, such as 《大闹天宫》

Elaboration (1) ACLCHU016

engaging with the traditions and customs, festivals, celebrations and food of Chinese communities, recognising the value of learning about another culture in learning a new language

Elaboration ACLCHU059

estimating the probable sound and meaning of characters based on understanding of familiar radicals and phonetic sides when reading unfamiliar texts, for example, 鸡鸭鹅莺；但担旦胆

Elaboration (6) ACLCHC001

learning to use gesture in communication to help convey meaning, for example, using Chinese finger gestures to show numbers

Elaboration (5) ACLCHC033

assisting in organising and hosting visitors from a sister school or guest speakers to raise school community awareness of the importance of learning Chinese

Elaboration (7) ACLCHC055

exploring a range of dictionaries, including online translation tools, and considering how these tools help or hinder in Chinese learning

Elaboration (5) ACLCHU059

exploring the nature of common idioms (成语) and inferring their meanings based on the meanings of individual morphemes and contexts of use, for example, 年年有余、人山人海

Elaboration (5) ACLCHC017

following the teacher’s instructions to participate in learning activities, for example, 我们听 Sam 说一说

Elaboration ACLCHU026

explaining the use of Pinyin as a learning tool to reflect the sound of Chinese spoken language, and recognising sounds associated with individual letters and syllables, differentiating, for example, qī , piě, rán and qù from English sounds for such letters …

Elaboration (3) ACLCHU032

exploring the more complicated Chinese kinship relationships, and learning to address family members with a title rather than by their given names, for example, drawing a family tree and labelling each member with their Chinese title

Elaboration (1) ACLCHU043

applying their knowledge of characters to learn to read and write new characters, and developing strategies for learning, for example, making connections between characters with a common component (你、他、们)

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