Elaboration ACLCHC232
creating texts depicting the experiences of Chinese people in Australia, for example, writing a narrative reflecting a Chinese person’s adjustment to a new life in Australia based on an interview conducted with an older member of the local Chinese co …
Elaboration | ACLCHC232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC234
producing own bilingual texts, for example, explaining aspects of Chinese culture to English-speaking audiences or interpreting concepts learnt in other learning areas to help Chinese-speaking peers understand course content
Elaboration (2) | ACLCHC234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC248
recognising key ideas and reading between the lines, for example, identifying irony and sarcasm in texts (你可真是个气管炎（妻管严）
Elaboration (2) | ACLCHC248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC227
introducing others to diversity within Chinese language and culture (such as diversity in language use and cultural practices across greater China, differences between urban and rural life, and regional cuisines) by participating in school cultural events …
Elaboration (3) | ACLCHC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC248
identifying bias in texts, examining the values that influence bias, and discussing how bias differs from opinion and perspective, for example, 什么是偏见？ 偏见有哪些表现？ 应该怎样纠正偏见？
Elaboration | ACLCHC248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC251
creating own imaginative texts, using literary devices to achieve particular purposes, for example, foreshadowing events and building up to the climax in a story, and experimenting with 暗喻, 反复 and other 修辞手法
Elaboration (2) | ACLCHC251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU259
exploring how to incorporate statistical data, quotations and research-based evidence in academic texts, for example, 据统计， 计划生育政策实行以来， 中国的人口少生了三亿
Elaboration (3) | ACLCHU259 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU263
identifying choices in words and phrasing that influence a reader’s response to texts, such as language to persuade readers to endorse the writer’s views, for example, 难道不是每一个有良知的人都会认同的吗？
Elaboration | ACLCHU263 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU263
examining ways in which authors use characterisation to incite sympathy or antagonism towards characters in literary texts, for example, directly describing a character’s personality compared to indirectly portraying the character’s personality through …
Elaboration (1) | ACLCHU263 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum