ACLCHC133
Respond to simple fables and legends through discussion of characters and events[Key concepts: morality; Key processes: creating, responding]
Elaborations ScOT Terms
ACLCHC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC134
Create short personal narratives and performances of poetry, song, dance or drama which reflect the culture and traditions of the Chinese community[Key concepts: imagination, point of view; Key processes: responding, expressing]
Elaborations ScOT Terms
ACLCHC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC135
Identify common spoken Chinese expressions and discuss examples of actions, words and phrases that do not readily translate into English[Key concepts: equivalence, idiom; Key processes: translating, identifying, discussing]
Elaborations ScOT Terms
ACLCHC135 | Content Descriptions | Years 3 and 4 | 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] …
Elaborations ScOT Terms
ACLCHC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC137
Reflect on their reactions and responses to others when participating in learning and cultural experiences in Chinese and Australian contexts[Key concepts: identity, place; Key processes: responding, identifying]
Elaborations ScOT Terms
ACLCHC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU138
Recognise the tonal features of Chinese in own speech, and understand when and why some tones are not expressed in some contexts and how syllables are decoded from and encoded into Pinyin
Elaborations ScOT Terms
ACLCHU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU139
Identify the form, composition and spacing within characters, relating components and their positions to their meaning and sound
Elaborations ScOT Terms
ACLCHU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU140
Develop ways to structure sentences in Chinese to elaborate own ideas
Elaborations ScOT Terms
ACLCHU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU141
Recognise similarities and differences in the structure of spoken and written texts that have the same purpose
Elaborations ScOT Terms
ACLCHU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU142
Recognise how the context of interactions influences language choices
Elaborations ScOT Terms
ACLCHU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU143
Explore diversity in dialects and in contexts in which Chinese is used in Australian communities
Elaborations ScOT Terms
ACLCHU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHU144
Explore how the Chinese language represents cultural meanings in specific ways
Elaborations ScOT Terms
ACLCHU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC145
Interact and socialise with peers and known adults, exchanging ideas and opinions about personal experiences and social activities[Key concepts: place, identity, community; Key processes: negotiating, transacting, arranging]
Elaborations ScOT Terms
ACLCHC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC146
Take action, resolve issues, make shared decisions and organise shared experiences[Key concepts: place, identity; Key processes: interpreting, negotiating, selecting]
Elaborations ScOT Terms
ACLCHC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC147
Locate and compare factual information from different sources about different communities and lifestyles[Key concept: lifestyle; Key processes: informing, selecting]
Elaborations ScOT Terms
ACLCHC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC148
Plan and present key points of information to familiar audiences[Key concept: social action; Key processes; presenting, conveying]
Elaborations ScOT Terms
ACLCHC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC149
Respond to popular stories and characters from Chinese folklore, sharing opinions on aspects of the storyline, characters and themes[Key concepts: significance, tradition; Key processes: comparing, responding, creating]
Elaborations ScOT Terms
ACLCHC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC150
Create short narratives to express the experiences, thoughts and emotions of individuals in imagined contexts[Key concepts: character, emotion; Key processes: comparing, responding, creating]
Elaborations ScOT Terms
ACLCHC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC151
Identify and account for the potential loss of subtle meanings from character components and individual characters in compounds when translating into English[Key concept: meaning; Key processes: translating, interpreting, negotiating meaning]
Elaborations ScOT Terms
ACLCHC151 | Content Descriptions | Years 5 and 6 | 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]
Elaborations ScOT Terms
ACLCHC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum