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
Years 9 and 10 Chinese
The nature of the learners Students integrate elements of both their Chinese and Australian cultures into their understanding of the ways people behave and use language. They explore the nature of their dual identities and bilingual capabilities. They …
Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Chinese Years 5 and 6
By the end of Year 6, students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing range of situations (for example, 你星期几去汉语学校？,你说…对吗？); to convey information, opinions and experiences (for …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 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
ACLCHC115
Locate information about people and objects from a range of sources, and sequence events[Key concepts: same, different; Key processes: identifying, sharing]
Elaborations ScOT Terms
ACLCHC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC118
Create own representations of imagined people or events using illustrations and actions[Key concept: imagination; Key processes: sharing, experimenting, reading, viewing]
Elaborations ScOT Terms
ACLCHC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC166
Create narratives that express the everyday experiences of young people, experimenting with dialogue[Key concepts: imagination, attitude, beliefs; Key processes: analysing, creating]
Elaborations ScOT Terms
ACLCHC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC169
Reflect on own intercultural experiences, and contrast ways in which people of different generations, genders and linguistic backgrounds use language and respond to different experiences[Key concepts: change, continuity; Key processes: reflecting, sh …
Elaborations ScOT Terms
ACLCHC169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC179
Investigate different interpretations of contemporary and historical events and people[Key concept: perspective; Key processes: evaluating, researching]
Elaborations ScOT Terms
ACLCHC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC181
Develop and present a position on topical events and people by referring to a range of sources, and connect this position to the perspectives of others[Key concept: perspective; Key processes: processing, informing]
Elaborations ScOT Terms
ACLCHC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
ACLCHC182
Interpret representations of people and events encountered in contemporary and traditional Chinese performance[Key concepts: entertainment, representation; Key processes: interpreting, adapting]
Elaborations ScOT Terms
ACLCHC182 | Content Descriptions | Years 9 and 10 | 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] …
Elaborations ScOT Terms
ACLCHC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC115
identifying details about people and events heard in media texts, including children’s educational TV programs
Elaboration (1) | ACLCHC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU126
observe and participate in interactions with a range of participants, and discuss how different people use language in different ways, for example, a range of ways of greeting and farewelling
Elaboration | ACLCHU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU126
understanding that gestures can enhance communication but might be interpreted differently by different people
Elaboration (1) | ACLCHU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHU128
recognising ways in which people express their culture in music, dance, traditional stories, food, games and celebrations
Elaboration (6) | ACLCHU128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC131
interviewing familiar people, such as parents, teachers, peers and community members, and appreciating their significance as sources of information about Chinese language and culture, identifying possible sources of information beyond the classroom, for …
Elaboration | ACLCHC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
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 | ACLCHC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC147
viewing TV programs, documentaries or interviews with young people such as 《智慧树》, discussing the participants’ experiences and comparing with own life experiences
Elaboration | ACLCHC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC148
preparing and creating a video clip to share with peers overseas introducing aspects of local culture, including interesting places, history, famous people, and lifestyle, for example, 墨尔本的电车
Elaboration (2) | ACLCHC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum