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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 (5) ACLCHC137

noticing differences in cultural practices and the protocol for certain events, such as 我去表哥家要先叫人，大姨好，大姨夫好；如果他们要留我吃饭，我要先问妈妈可不可以；如果阿姨叫我多吃一点, 我不能吃太多，最好得客气客气

Elaboration (6) ACLCHC137

participating in cultural events (for example, watching a China–Australia soccer match, performing a Chinese song to the school community, or celebrating Anzac Day) and reflecting on own reactions

Elaboration ACLCHU138

differentiating between the four tones when speaking, and knowing how to pronounce the ‘neutral tone’

Elaboration (1) ACLCHU138

understanding the aesthetic features of reading out loud 朗诵 and reciting 背诵, focusing on phrasing, stress and intonation of Chinese spoken language

Elaboration ACLCHU139

developing fine motor skills appropriate to Chinese writing conventions (方块字), and learning about Chinese writing conventions, including direction of text and punctuation

Elaboration (1) ACLCHU139

applying rules of stroke direction and stroke order when writing characters, paying attention to details such as length of a stroke to discriminate similar forms, for example, 土 and 士

Elaboration (2) ACLCHU139

developing skills in identifying the structure and components of a compound character, for example, 学 has two components and they are of top-and-bottom structure

categorising characters with common components (such as 花、草、菜), and making connections between meanings and sounds of components and meanings and sounds of characters, for example, 目 (eye) in 看 (to look at)

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 (5) ACLCHU139

identifying personal connections with one or both forms of characters, for example, 我妈妈教我写简体字，因为妈妈是从北京来的

Elaboration (6) ACLCHU139

inferring meaning of unfamiliar words from known morphemes, for example, 学生、学校、小学

Elaboration (7) ACLCHU139

understanding that a character might have multiple meanings, for example, that 冷 means ‘cold’ in 冷水 and ‘quiet’ in 冷清

Elaboration ACLCHU140

elaborating ideas in sentences, including details such as time, place and manner, for example, 星期一我从上海坐飞机到北京

Elaboration (1) ACLCHU140

learning meta-terms to describe grammar rules in Chinese, for example, the placement of 主语 (subject), 动词 (verb), 名词 (noun) in sentences

Elaboration (2) ACLCHU140

recognising that there are multiple ways to structure a sentence, such as 我吃了早饭后去学校 and 吃了早饭后我去学校

Elaboration ACLCHU141

recognising features of various genres, including narratives and explanatory texts, identifying which genres are most suitable for different purposes, for example, 记叙文记叙一个事情，比如说《我最喜欢的假期》

Elaboration (1) ACLCHU141

identifying differences and similarities in language choices and text structure across spoken and written texts, for example, comparing an announcement with a public notice

Elaboration (2) ACLCHU141

comparing and differentiating forms of texts based on purpose and audience, for example, asking: What’s the difference between a letter and an email? What might be the reasons for such differences?

Elaboration (3) ACLCHU141

applying cohesive devices in producing imaginative texts, correspondence and informative texts, for example, beginning a story with 很久很久以前

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Curriculum Elements Types