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Achievement Standard Chinese Years 9 and 10

By the end of Year 10, students use spoken and written Chinese to initiate and sustain extended interactions with others in their social world and in the Chinese-speaking community, for example, 我的学校生活，澳大利亚的运动，我最喜欢的春节活动. They ask questions (for …

ACLCHC217

Create texts in Chinese and English, explaining the linguistic and cultural challenges of achieving equivalence of meaning[Key concepts: audience, context, social distance, bilingualism; Key processes: identifying, translating, interpreting]

Elaborations ScOT Terms

Elaboration (6) ACLCHC212

presenting opinions using strategies suited to the audience or reader’s expectations, such as 欲扬先抑 (to criticise before praising)

Elaboration (12) ACLCHC215

engaging and entertaining the audience through the use of devices such as humour, irony and metaphor, and embellishing ideas (for example, 猜猜我昨天干了什么？ as opposed to 昨天我), and building up to a climatic ending

Elaboration (2) ACLCHC216

comparing alternative translations to identify concepts of ‘normality’ in their own linguistic and cultural context, for example, using the term 软饮料 (instead of 无酒精饮料) assumes the reader/audience has some understanding of English to understand meaning …

Elaboration ACLCHU221

organising information in a range of ways, and discussing the logical flow of the information and whether it suits the audience’s reading expectations, for example, comparing 目前陆地上的煤，石油等资源由于长期开采，已经越来越少 and 由于长期开采陆地上的资源，比如煤和石油，目前已经越来越少

Curriculum Types

Curriculum Elements Types

General Capabilities