Elaboration (2) ACLCHC230
investigating contributions made by Chinese individuals and groups in contemporary Australian culture and discussing the cultural values that are conveyed through these contributions, for example, the work of artists Ah Xian and Guan Wei, and author Sang …
Elaboration (2) | ACLCHC230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC250
exploring how different forms of entertainment are used to express or reflect contemporary issues, for example, analysing 春晚小品 and how the topics are related to the ‘hot’ events of the year
Elaboration (2) | ACLCHC250 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Chinese Years 7 and 8
By the end of Year 8, students sustain oral and written interactions with known audiences, making appropriate adjustments to language use for different audiences, contexts and purposes. They access and analyse a range of authentic spoken, written and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Achievement Standard Chinese Years 9 and 10
By the end of Year 10, students sustain extended interactions with diverse individuals and groups, selecting spoken and written language for precision and for effect on participants. Students collate and evaluate a range of spoken, written and multimodal …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC226
discussing the concept of friendship across cultures, and describing own sources of social support within the local community, for example, 我现在在一个羽毛球俱乐部打球， 认识了不少朋友， 挺开心的
Elaboration (2) | ACLCHC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC227
planning or participating in events which share popular aspects of Australian ways of life related to music, popular culture, climate, landscape and recreational activities, to members of their local Chinese-speaking community
Elaboration (2) | ACLCHC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC229
evaluating how different authors use language to achieve a particular effect, considering how values and personal views are implied in word choices, for example, 屡败屡战 (emphasis on the determination to overcome a failure) versus 屡战屡败 (emphasis on the fact …
Elaboration (2) | ACLCHC229 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC231
comparing the Gettysburg Address with a speech of equal significance in Chinese and discussing why these speeches are important and what language features are used to convey messages
Elaboration (2) | ACLCHC231 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC232
presenting the experiences of people in different eras, such as women in ancient China, through drama, poetry and literature
Elaboration (2) | 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) ACLCHC233
translating terminology from other learning areas from English into Chinese and vice versa, for example, science, mathematics and social science concepts and terms
Elaboration (2) | ACLCHC233 | 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) ACLCHC235
identifying how their knowledge of Chinese and English opens up opportunities to expand their own world views
Elaboration (2) | ACLCHC235 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU236
explaining the use of the neutral tone and non-tonal suffixes such as 儿
Elaboration (2) | ACLCHU236 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU238
analysing how words containing a common morpheme are related, for example, how 乘 is used in 乘车 (‘take a ride’), 乘机 (‘take a chance’) and 乘法 (‘multiplication’)
Elaboration (2) | ACLCHU238 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU240
experimenting with different ways of sequencing and organising ideas for different audiences and purposes
Elaboration (2) | ACLCHU240 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU241
using classical terms and expressions including 成语、歇后语、俗语 appropriate to context, such as using 亭亭玉立 to describe young girls
Elaboration (2) | ACLCHU241 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU242
considering the role technology plays in their own lives and how it impacts on the ways they communicate with others and use language to convey ideas
Elaboration (2) | ACLCHU242 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU244
knowing that communicative practices might be perceived differently in different cultures, for example, in accepting a compliment in Chinese, saying 谢谢 might make one look 自大
Elaboration (2) | ACLCHU244 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC245
using emphatic and assertive language to defend a position, point out errors in others’ assumptions or strengthen own argument when negotiating with others, for example, 我想这种观点是站不住脚的／这种说法是没有根据的，是无稽之谈
Elaboration (2) | ACLCHC245 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC246
comparing different learning environments and approaches to learning, for example, reflecting on prior learning experiences and suggesting the advantages and disadvantages of different educational systems (中国的教育是应试教育，注重死记硬背，澳洲的教育是启发式教育，培养的是学生的独立思考能力)
Elaboration (2) | ACLCHC246 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum