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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 …

ACLCHC210

Interact with peers and others in familiar and unfamiliar contexts to exchange alternative ideas and perspectives, and to express preferences and opinions[Key concepts: ritual, relationships, generations, values, identity, ancestry; Key processes: negotiating, …

Elaborations ScOT Terms

ACLCHC213

Develop and present a position on an issue based on information drawn from different perspectives and sources and provide advice and guidance[Key concepts: information, advice, media,; Key processes: classifying, evaluating, advising, guiding]

Elaborations ScOT Terms

Elaboration ACLCHC210

stating opinions on school life, family life, familiar people, experiences and significant personal events (for example, 我最喜欢圣诞节), and indicating preferences with reasons such as 我想去看…电影，因为听说这个电影很好看

Elaboration (1) ACLCHC210

engaging in oral and digital discussions on topics of personal interest such as music, TV programs or sports, asking questions to seek ideas, request repetition and clarify meaning (for example, 你说你的生日是明天，是吗？) to enhance mutual understanding, for example, …

Elaboration ACLCHC211

designing a campaign to promote a community organisation and persuade people to join, for example, creating slogans such as 加入澳洲华人青年会，你会认识更多的朋友！

Elaboration ACLCHC213

identifying the positions of different speakers and exploring the explicit and implicit values and reasons that may have led to the development of their own perspectives, for example, why a Western speaker of Chinese may look at an issue differently to …

Elaboration (2) ACLCHC213

creating short texts to inform others on topics of interest (such as 中国的茶-澳洲咖啡), and providing an objective perspective by discussing alternative views, for example, 有人说…也有人说…他们都不知道...所以…

Elaboration (3) ACLCHC213

accessing a range of sources of discussion (such as online debates in public forums and TV talk shows) and identifying factors that potentially cause bias on an issue, such as era, generational differences, cultural factors and individual personalities, …

Elaboration (4) ACLCHC213

presenting a balanced view on a contemporary issue, referring to evidence to support ideas and elaborating on own perspective

Elaboration (5) ACLCHC213

engaging with different representations of ideas, comparing perspectives and developing an informed position on issues relevant to their own lives, for example, 在中国有人说移民澳洲好，因为生活轻松；也有人说移民澳洲不好，因为没有熟悉的家人朋友。我觉得… 因为…

Elaboration (6) ACLCHC213

presenting information on an issue such as 独生子女政策 by discussing perspectives and comparing experiences and opinions, noting how some people focus on positive effects on society and others focus on personal experiences of being a 独生子女

Elaboration (8) ACLCHC213

collating information from personal research and writing reports on issues relevant to youth across cultures, such as pressure to follow fashions and trends, bullying, and inspirational people

Elaboration (1) ACLCHC215

creating a script in response to a story from classical literature, such as 《草船借箭》, and considering how to convey the characters’ personality through language

Elaboration ACLCHU222

analysing features of texts in formal domains, for example, comparing aspects of formal and personal letters such as salutations or level of politeness; examining features of articles such as the use of headings, placement of author name, organisation …

Elaboration ACLCHU223

observing interactions between speakers and identifying examples of how language is adapted as the roles and positions of participants are established, for example, moving to more formal language once one participant is identified as a person of auth …

Curriculum Types

Curriculum Elements Types

General Capabilities