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Elaboration (4) ACLCHC133

presenting stories to peers, paying attention to storytelling techniques such as 停顿; 语气语调; 抑扬顿挫

Elaboration ACLCHC134

creating performances in response to legends and other forms of culturally significant literature such as 《盘古开天辟地》, or segments of 《西游记》

Elaboration (1) ACLCHC134

creating simple narratives of the day in the life of a person, animal or fictional character (for example, 《小狗汪汪的一天》), sequencing events and using supporting images

using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走啊走啊走啊)

Elaboration (3) ACLCHC134

plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?

Elaboration (4) ACLCHC134

considering alternative endings to well-known stories, using learnt sequences and teacher guidance

Elaboration ACLCHC135

differentiating between word-by-word meaning and intended meaning when translating from Chinese into English, for example, the word-by-word translation of 我喜欢一个人看书 is ‘I like one person to read’, but it means ‘I like to read alone’

Elaboration (1) ACLCHC135

designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place

Elaboration (2) ACLCHC135

recognising the role that gesture plays in oral interaction, including emblematic (hand) gestures, gesturing for emphasis and inclusivity, and taboos within Chinese communication, such as pointing directly at someone

Elaboration (3) ACLCHC135

identifying Chinese symbols in print and digital texts (for example, the longevity symbol), and developing ways to convey the culturally attached value when expressing the meaning of these symbols in English

Elaboration (4) ACLCHC135

comparing own translation of short texts (such as brand names, signs, slogans and billboard advertisements) to others’, and evaluating the effectiveness of own translation

Elaboration (5) ACLCHC135

developing strategies for using bilingual (Chinese–English and English–Chinese) dictionaries in both print and digital forms to assist with translation

Elaboration (6) ACLCHC135

explaining in English features of gestures used in Chinese, for example, hand gestures for numbers

Elaboration (7) ACLCHC135

comparing versions of a common text across languages and identifying issues in conveying meaning, for example, how to render 小心轻放 into English

Elaboration ACLCHC136

considering alternative ways of interpreting ideas, such as giving examples, looking for synonyms (近义词), and elaborating on details

Elaboration (1) ACLCHC136

creating bilingual texts to share with others, for example, adding English to a Chinese New Year poster or couplet, adding Chinese headings to an Australian tourism promotion brochure, adding Chinese to a class weekly timetable

Elaboration ACLCHC137

identifying levels of politeness, respect and formality in diverse contexts, for example, when seeking assistance, when engaging with people of different ages or authority

Elaboration (1) ACLCHC137

deciding how best to address and refer to others (for example, addressing an older stranger as 姐姐 or 阿姨 in Chinese) and considering how that person would be addressed in English

Elaboration (2) ACLCHC137

identifying ways in which their Chinese identity is reflected in their daily life and interests, for example, belonging to a sports or hobby group or attending community school

Elaboration (3) ACLCHC137

considering their linguistic and cultural skills as Chinese and as Australians and how these contribute to their overall sense of identity

Curriculum Types

Curriculum Elements Types