ACLCHU157
Recognise and apply conventions of personal texts and compare textual features of different texts
Elaborations ScOT Terms
ACLCHU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Years 5 and 6 Chinese
The nature of the learners Students use their bilingual and bicultural capabilities and understandings within the world of their own experience and imagination and draw on some topics from other learning areas. They are extending their knowledge of language …
Years 5 and 6 | 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
ACLCHC152
Create simple bilingual texts for different audiences, explaining features of the different versions and the impact of context[Key concepts: audience, context; Key processes: identifying, translating, interpreting, negotiating meaning]
Elaborations ScOT Terms
ACLCHC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC151
reading Chinese texts such as advertisements and signs that include the translation of some words or phrases, and engaging in class discussion about the merits of translations and alternative ways of representing the meanings expressed in the texts
Elaboration | ACLCHC151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU157
exploring metaphorical and literal meaning in texts, for example, 远远的街灯亮了，像是闪着无数的明星
Elaboration | ACLCHU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU157
analysing rhetorical devices in texts, including 比喻、夸张、排比; identifying culturally specific features such as 日月如梭，难于上青天; and experimenting with rhetorical devices in own speech and writing
Elaboration (1) | ACLCHU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU160
exploring origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using fixed phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞
Elaboration | ACLCHU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC149
reading children’s literature, including fables and traditional stories; exploring values and morality tales such as the concept of 寓意 in 动画片，小人书; and comparing values and morals conveyed through texts across cultures, such as 凿壁偷光，塞翁失马 （你能找到英语中类似的说法 …
Elaboration (3) | ACLCHC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum