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

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; …

Elaborations ScOT Terms

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

ACLCHC184

Participate in reading Chinese literature in original and in translation, and explain assumptions or implied meanings which inform how ideas have been translated from Chinese into English[Key concept: equivalence; Key processes: comparing, transferring, …

Elaborations ScOT Terms

ACLCHC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

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 (5) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHU124

understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)

Elaboration (2) | ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (6) ACLCHC135

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

Elaboration (6) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC120

comparing ways of communicating and interacting in Chinese and English by identifying similarities and differences in features such as gestures, greetings, titles

Elaboration (1) | ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC153

noticing and reflecting on how interacting in Chinese feels different to interacting in English, and identifying ways of communicating or behaving that appear culturally specific

Elaboration | ACLCHC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU159

exploring language ‘borrowing’, such as English words ‘borrowed’ from Chinese (for example, ‘yum cha’ and ‘kung fu’) and the impact of English on Chinese language use today, for example, 考拉、汉堡包

Elaboration | ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC119

discussing Chinese words or expressions that appear to have no equivalent in English, for example, 不要客气，快吃吧

Elaboration | ACLCHC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC120

sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time

Elaboration | ACLCHC120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU124

learning about meta-terms for word types, for example, exploring what is considered a verb in English and in Chinese (for example, adjectival verbs in Chinese)

Elaboration | ACLCHU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

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 (1) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

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 (3) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC151

reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English which may not be readily translated and discussing possible reasons for this

Elaboration (1) | ACLCHC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHU159

exploring the impact of English on Chinese language use, such as recognising transliteration in Chinese, for example, 可口可乐

Elaboration (2) | ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHU193

exploring how concepts such as modesty, individual responsibility and respect for authority influence communication styles, and how they may be interpreted by English speakers as lack of confidence, engagement or initiative

Elaboration (2) | ACLCHU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC119

stating the English equivalent of common Chinese expressions, for example, 对不起, 没关系; 谢谢，不谢

Elaboration (1) | ACLCHC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHU125

comparing familiar texts in Chinese and English and discussing features in common, for example, storybook covers normally consist of book title, image, author’s name and illustrator’s name

Elaboration (1) | ACLCHU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHU128

discussing communicative practices across cultures and identifying culture-specific practices (for example 拜年) in Chinese culture, including noting culture-specific phrases used in either Chinese or English

Elaboration (3) | ACLCHU128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum