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Elaboration (3) ACLCHC009

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

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 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 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 …

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

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 …

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

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 (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) 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)

Elaboration ACLCHC072

producing bilingual displays about Chinese language, culture or contemporary society to share learning and knowledge with the whole school community, for example, a poster display on Chinese characters, on earthquake-prone areas such as Sichuan, on youth …

Elaboration (2) ACLCHC017

contributing to class activities by asking for (我可以…吗？) and giving permission (可以), apologising and excusing (对不起), raising hand and using phrases such as 老师，我不懂 to request assistance in learning activities

Elaboration ACLCHU028

exploring basic sentence structure in Chinese, consisting of subject–verb–object, and learning to analyse sentences in both Chinese and English, for example, ‘What’s the subject in the sentence “My mum drives a car”? How about in the Chinese sentence …

Elaboration (1) ACLCHU058

examining the diverse meanings of words that share similar sounds (for example, the many meanings of the sound ‘shi’), and learning how to differentiate between 同音词 and 近音词 in different contexts, for example, 买东西/卖东西

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Curriculum Elements Types

General Capabilities