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 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 …

Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

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 …

Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

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 9 and 10 | 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

Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to sustain interactions in a range of social and personal contexts. They exchange ideas and opinions, for example, 你要去看电影吗？；我们可以六月份一起去. They summarise the main points of information …

Achievement Standard | Achievement Standards | Years 7 and 8 | 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

ACLCHC004

Locate and present information about familiar objects, people and personal interests using visual and contextual cues[Key concepts: self, family, home, routines; Key processes: obtaining, processing]

Elaborations ScOT Terms

ACLCHC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC025

Reflect on how aspects of personal identity are expressed in Australian and Chinese contexts[Key concepts: self, belonging; Key process: reflecting]

Elaborations ScOT Terms

ACLCHC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC037

Engage with characters and points of view in short imaginative texts, express personal opinions and create simple spoken imaginative texts[Key concepts: character, viewpoint; Key processes: connecting, expressing, responding]

Elaborations ScOT Terms

ACLCHC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC050

Correspond with peers and other familiar participants to plan activities, and compare opinions on and attitudes towards different cultures[Key concepts: relationship, experience, community; Key processes: sharing perspectives, exchanging, correspondi …

Elaborations ScOT Terms

ACLCHC050 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC051

Analyse and summarise relevant information obtained from a range of spoken sources and convey this information to known audiences through a range of texts[Key concepts: fact/fiction, representation, perspective, choice; Key processes: summarising, identifying, …

Elaborations ScOT Terms

ACLCHC051 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

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

ACLCHC056 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC067

Analyse, compare and present perspectives on topics of interest, identifying the different ways emotions, intentions and ideas are expressed[Key concepts: celebrity, leisure and recreation, place, education, youth, space; Key processes: comparing, contrasting, …

Elaborations ScOT Terms

ACLCHC067 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC068

Collate and present different perspectives on a range of issues from different sources[Key concepts: ideograph, issues, career, future; Key processes: extracting, collating, identifying]

Elaborations ScOT Terms

ACLCHC068 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (7) ACLCHC001

sharing personal information about oneself and family with peers, for example, 我有弟弟。我爱我的妈妈

Elaboration (7) | ACLCHC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHC009

responding to questions by sharing with students in Chinese sister school personal information related to identity, for example, name, family name, zodiac sign, family members

Elaboration (2) | ACLCHC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (6) ACLCHC009

expressing personal responses to aspects of culture encountered when viewing images, such as of classrooms, home environments or street scenes in diverse contexts, responding to teacher prompts (for example, What do you see …? What do you notice …? How …

Elaboration (6) | ACLCHC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHU011

recognising that each character has meaning, and exploring the connection between meaning and form, for example, pictographs such as 人 (‘person’), 日 (‘sun’)

Elaboration (1) | ACLCHU011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU012

replacing words in modelled sentences to express a personal meaning, for example, replacing 弟弟 in 我有弟弟 with 妹妹 to say 我有妹妹

Elaboration | ACLCHU012 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum