Curriculum Types

Curriculum Elements Types

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Cross Curriculum Priorities
Your search for "multimodal texts" returned 118 result(s)
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Achievement Standard Chinese Foundation to Year 2

By the end of Year 2, students use spoken Chinese to initiate interactions in a range of familiar contexts. They obtain and convey information and experiences relating to their personal world in simple exchanges. They use learned vocabulary, sounds, characters …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Background 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 to initiate interactions and to participate in short exchanges, for example, 你晚饭吃什么？,我学汉语和英语,站起来， 大家听老师说. They organise and convey factual information and share experiences in formal and informal …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 7 and 8 Chinese

The nature of the learners Students maintain their sense of belonging to both their home and their outside culture. They can alter their conduct to fit different contexts within the world of teenage experience. Chinese language learning and use Classroom …

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

ACLCHC136

Translate simple English texts into Chinese and vice versa, using strategies for building vocabulary and interpreting intended meaning of words in English and Chinese[Key concepts: morphology, bilingualism; Key processes: identifying, translating, interpreting] …

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC152

Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context[Key concepts: audience, context; Key processes: identifying, translating, interpreting, negotiating meaning]

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

ACLCHC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC167

Translate short texts for different audiences, identifying what is lost in translation and considering alternative ways to explain key points [Key concepts: concept, public, personal; Key processes: comparing, translating]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU171

Use character and component knowledge to infer sound and meaning of new characters encountered in texts, and examine component form and function to associate the correct sound and meaning with individual characters

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

ACLCHU171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC183

Create imaginative texts, drawing on and adapting representations of people and events encountered in traditional and contemporary Chinese literature, drama or song[Key concepts: classical, contemporary, literature; Key processes: evaluating, expressing] …

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

ACLCHC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC185

Create and adapt bilingual texts for different settings and audiences, identifying the contextual and cultural challenges[Key concepts: audience, context, social distance, bilingualism; Key processes: identifying, translating, interpreting]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC197

Represent factual information related to other learning areas and on topics of interest in a range of texts and formats for different audiences [Key concepts: information, data, significance, legacy; Key processes: locating, analysing]

literacy numeracy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLCHC197 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC201

Create simple bilingual texts for different audiences, considering the influence of different roles, relationships, settings and situations[Key concepts: audience, context, bilingualism; Key processes: translating, interpreting]

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

ACLCHC201 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC214

Explore and express opinions on themes and emotions revealed in modified texts from classical and contemporary Chinese literature[Key concepts: classical, contemporary, literature; Key processes: evaluating, expressing]

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

ACLCHC214 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC216

Translate a range of simple Chinese texts and identify how some concepts can be mediated readily between Chinese and English and some cannot[Key concept: equivalence; Key processes: comparing, translating, explaining]

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

ACLCHC216 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC217

Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning[Key concepts: audience, context, social distance, bilingualism; Key processes: identifying, translating, interpreting]

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

ACLCHC217 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students sustain extended exchanges with others (for example, 那个，你知道的，就是，还有) and use Chinese to participate in shared activities, for example, 我为什么学汉语，澳大利亚的多元文化，年轻人的兴趣，网络的好与坏, 你难道不觉得…如果…就…吗？你的意思是说…,如果是这样的话… …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC165

Express opinions about how popular imaginative texts, including poems and 故事, reveal important cultural values[Key concepts: values, beliefs, attitudes; Key processes: comparing, contrasting]

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

ACLCHC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC168

Create bilingual texts relating to other learning areas and topics of interest, considering the influence of different roles, relationships, settings and situations when interpreting both Chinese and English[Key concepts: audience, context, bilingualism; …

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

ACLCHC168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (5) ACLCHC165

producing creative texts in response to literary texts such as 《某某后传》, reflecting the literary styles and methods identified in such texts

Elaboration (5) | ACLCHC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU175

reading traditional-form texts on familiar topics and inferring meanings of key characters

Elaboration | ACLCHU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC200

reading bilingual texts such as advertisements and signs, and exploring the effectiveness of and reasons for particular translations

Elaboration | ACLCHC200 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

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