Elaboration (4) ACLCHC146
captioning bilingual posters to promote community events (such as Chinese New Year celebrations, lion dance performances, visiting performers) and school activities, such as cultural days, assembly items or grandparents’ day
Elaboration (4) | ACLCHC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Foundation to Year 2 Chinese
The nature of the learners Students will have some exposure to Chinese language and culture in the context of their family and community life. They are likely to have high oracy skills but low literacy skills in Chinese. In the school environment they …
Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 3 and 4 Chinese
The nature of the learners Learners explore how they use more than one language in their daily lives, and use Chinese in relation to their personal world, countries where Chinese is spoken and the world of imagination. Chinese language learning and …
Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC114
recognising and copying characters relating to various events described in books, and noticing the formation of characters and spacing
Elaboration (4) | ACLCHC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC116
creating posters on a cultural topic such as ‘Chinese food’ and selecting images and texts from magazines, newspapers and brochures to illustrate key ideas with character words such as 好吃
Elaboration (4) | ACLCHC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC118
experimenting with storytelling by rewriting a segment of a modelled narrative text by replacing characters, actions or descriptions of objects
Elaboration (4) | ACLCHC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU123
learning that Chinese words are made up of two or more characters, with each character contributing meaning to the word, for example, 大人 (literally ‘big person’) means ‘adult’
Elaboration (4) | ACLCHU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU128
recognising various ways in which familiar concepts are expressed in different cultures, such as greetings
Elaboration (4) | ACLCHU128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC129
initiating and maintaining communication by taking turns (for example, making suggestions such as 我们要不要一起去 or 我们一起去吧) and responding to the suggestions of others in an appropriate manner, such as 好的, or through gesture
Elaboration (4) | ACLCHC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC130
discussing cultural items to present for a school event, for example, performing a song, cooking Chinese food or making craft (剪纸, 做灯笼)
Elaboration (4) | ACLCHC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC131
identifying key structural words to assist in understanding information, for example, in a procedural text
Elaboration (4) | ACLCHC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC132
outlining steps in a procedure, using sequential markers such as 第一，第二，第三, for example, sequencing pictures in the correct order to demonstrate how to make dumplings
Elaboration (4) | ACLCHC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
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 (4) | ACLCHC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC134
considering alternative endings to well-known stories, using learnt sequences and teacher guidance
Elaboration (4) | ACLCHC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
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 (4) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC137
comparing Chinese and Australian lifestyles such as festivals and celebrations, food staples, preferences and cooking styles, and discussing own engagement with these
Elaboration (4) | ACLCHC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU139
recognising the use of traditional and simplified characters in the local community (for example, 《大洋时报》 uses traditional characters), exploring texts in both forms of characters and analysing differences in orthography, for example, 门 and 門
Elaboration (4) | ACLCHU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU143
discussing reasons why Chinese is used in communities within Australia, and making personal connections to these reasons, for example, 我父母是丛香港来的，他们说广东话
Elaboration (4) | ACLCHU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC145
composing text messages, emails, letters using appropriate formats and employing appropriate terms to address recipient, for example, 敬爱的王老师 (for a formal letter), 嘿，小王，最近好吗 (for a casual letter or message)
Elaboration (4) | ACLCHC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC147
representing information in a new format, for example, watching a TV cooking show then converting each step into a written recipe with essential information including ingredients and quantities, and amount of time required
Elaboration (4) | ACLCHC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum