ACLCHC228

Interpret the stated and implied meanings in authentic informative texts, and use evidence to support or challenge different perspectives[Key concept: perspective; Key processes: challenging, interpreting, informing]

Elaborations ScOT Terms

ACLCHC228 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 7 and 8 Chinese

The nature of the learners Students whose first language is Chinese learn about being Chinese in Australia and begin to develop their bilingual and bicultural identities as they learn to live and interact with the Australian community. …

Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC229

recognising multiple perspectives on an issue and identifying the factors that may influence a particular perspective (for example, nationality, religion, gender, ethnicity) to determine the perspective or credibility of sources

Elaboration (1) | ACLCHC229 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC228

comparing a range of ideas on topics such as different generations’ perspectives on the importance of traditional festivals, the lifestyles of rural and urban communities, and the traditions and values of 少数民族

Elaboration | ACLCHC228 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHC228

discussing and explaining own response to perspectives presented, for example, 有人说…还有人说…我认为他们站在不同的角度当然看问题不完全一样。我觉得… 因为…

Elaboration (1) | ACLCHC228 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum