Search

Achievement Standard Chinese Years 7 and 8

By the end of Year 8, students use spoken and written Chinese to sustain interactions in their personal and social worlds (for example, 你叫什么名字？你多大了？你住在哪个城市？,不对，我是说… and 老师，我可以用电脑吗？), making appropriate language choices for different roles, relationships …

ACLCHU208

Explore the role of language in passing on cultural values and beliefs to younger generations and identify changes in language use over time

Elaborations ScOT Terms

Elaboration (3) ACLCHC195

creating posters or fliers to promote cultural events to the local Chinese community and the community at large, such as 悉尼艺术节，XXX音乐剧

Elaboration (1) ACLCHC198

comparing stories and characters in Chinese and Australian popular media and identifying the themes and topics that interest young people from different cultural backgrounds, for example, 澳大利亚的年轻人也很喜欢看动作片

Elaboration (3) ACLCHC198

reading extracts from culturally significant Chinese children’s literature, discussing their personal responses to the characters and storyline, and relating the story to personal experience or expressing empathy for characters

Elaboration (4) ACLCHC200

explaining culture-specific concepts such as humility (谦虚) to people from different cultural backgrounds, providing examples of when and how 谦虚 should be shown and how it is understood by participants in an interaction, for example, when accepting/denying …

Elaboration (6) ACLCHC200

identifying cultural differences in how meanings are conveyed by comparing texts in Chinese and English, for example, public announcements, TV advertisements, information brochures, public notices and signs

Elaboration ACLCHC201

acting as interpreter for visitors of diverse backgrounds and communicating their message to speakers of other languages, applying strategies such as clarifying, rephrasing and explaining when mediating cultural concepts

Elaboration (6) ACLCHC202

recognising their own tendency to generalise or stereotype during interactions (for example, 地域歧), and considering questions to ask about the other person’s cultural background, being sensitive to the possibility of causing offence

Elaboration (7) ACLCHC202

participating in cultural events and reflecting on how cultural practices change in a different context, for example, 我们家不过中秋节，因为大家都觉得不太重要。母亲节有时候我们全家回去爷爷奶奶家一起吃饭

Elaboration (6) ACLCHU205

analysing rhetorical devices in texts (for example, 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 texts

Elaboration (1) ACLCHU209

exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of Chinese

Elaboration (2) ACLCHU209

exploring the origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using set phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞

Curriculum Types

Curriculum Elements Types

General Capabilities