Your search for "organising ideas" returned 15 result(s)
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Elaboration (6) ACLCHU107

exploring the use of diverse character-morphemes to express similar ideas, for example, identifying multiple characters for ‘food’ (饭、菜、食、餐) and organising and classifying words containing these characters to understand their context of use

Elaboration (6) | ACLCHU107 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC100

Locate and organise information on topics of interest from a range of written sources to develop a position, and convey this position to a familiar audience in a range of texts[Key concepts: representation, time, leisure, community; Key processes: selecting, …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC100 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) 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 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

ACLCHC098

Correspond with peers and teacher, exchanging ideas, negotiating decisions and inviting others to participate in collective action[Key concepts: travel, environments, community; Key processes: corresponding, exchanging, deciding]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC098 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC104

Mediate descriptions of Chinese and Australian life, identifying what experiences and ideas are not readily translated between cultures[Key concepts: equivalence, assumption; Key processes: translating, interpreting]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC104 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC101

Respond to imaginative texts by stating how themes such as relationships, image and acceptance are portrayed, and create own performances to express ideas on personal experiences of these themes[Key concepts: experience, emotion, beauty, character; Key …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLCHC101 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 9 and 10 Chinese

The nature of the learners Students have prior experience of learning Chinese and bring a range of capabilities, strategies and knowledge that can be applied to new learning. They are expanding the range and nature of their learning experiences and of …

Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU109

analysing and explaining the organisation and development of ideas or an argument in a range of genres, including textual features such as paragraphing

Elaboration | ACLCHU109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHU108

exploring and applying ways of sequencing and connecting ideas through the use of conjunctions, for example, 不但…而且…;虽然…但是…

Elaboration (4) | ACLCHU108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC098

sharing information about life in diverse environments, expressing ideas with elaborated details to enhance meaning and engage readers, for example, 今天太冷了,只有零下五度,还下雪,只能在家呆着

Elaboration (1) | ACLCHC098 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (7) ACLCHC105

examining the use of inclusive language and how ideas are framed, for example, the impact of positive versus negative framing on how meaning is interpreted across languages and cultures, such as 足下留情,小草常青 versus ‘Keep off the grass’

Elaboration (7) | ACLCHC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHU108

developing ideas using nuanced structures, for example, using different ways to negate depending on degree of formality or emphasis (我不是…;我哪儿有…?;我没有办法…;我不能…;不行; 别 ; 不准)

Elaboration (3) | ACLCHU108 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (4) ACLCHC099

producing multimodal presentations to deliver information about aspects of leisure activities, education or community life (for example, 澳大利亚的运动), and expressing opinions and perspectives, using data and examples to support ideas, for example, 我觉得这个电影很没意思,因为…而且… …

Elaboration (4) | ACLCHC099 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHC104

translating information about life in Australia to Chinese readers overseas, considering the audience’s cultural experiences in order to determine what concepts they would find difficult to understand, exploring ways to elaborate on ideas to ensure clarity …

Elaboration (3) | ACLCHC104 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHC098

sharing opinions about school or family life, including 我的学校,我的老师,我的好朋友, 我的一家人, and linking ideas to explain and support a particular position or view, for example, 我的姐姐不但喜欢音乐,而且也很喜欢体育, 我除了踢足球以外,还打板球。我觉得运动很有意思

Elaboration (2) | ACLCHC098 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

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