Elaboration (4) ACLCHC246
understanding the history of their local Chinese community and the multicultural nature of Australian society, for example, interviewing older migrants about their experiences as Chinese Australians (老一代的华人在餐饮、 木工、 香蕉种植等方面为澳洲做出了贡献，新一代的华人更多的是在金融、法律、医生 …
Elaboration (4) | ACLCHC246 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC248
debating the pros and cons (for example, 这样做的好处是： …这样做的弊端是：…) and presenting a balanced and reasoned argument, for example, 综合各方面的意见， 我们认为…; 根据大家的意见， 我们想提出以下建议…
Elaboration (4) | ACLCHC248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC254
identifying meanings implied in facial expressions, gestures, interjections and exclamations, for example, 哎 can be used to express surprise or dissatisfaction
Elaboration (4) | ACLCHC254 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU258
manipulating styles of language in communication to achieve certain effects, such as writing a journal with 语气词 such as 嘿 and 吧 to make it more like a dialogue with the reader
Elaboration (4) | ACLCHU258 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU259
identifying features of classical writing such as 虚词 particles 之、乎、者、也, and word reductions such as 若 （犹如，好像） 父（父亲，爸爸）
Elaboration (4) | ACLCHU259 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU260
identifying differences in pronunciation and/or tone across different Chinese-speaking environments, for example, 和 is pronounced ‘hé’ in mainland China but can be pronounced as ‘hàn’ in Taiwan
Elaboration (4) | ACLCHU260 | 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 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 (5) ACLCHC254
reflecting on how one’s own world view is conveyed through language choices, for example, ‘naming’ China 华夏、九州、神州大地、中原 which reflects their understanding of their history, geography, ethnicity and place in the world
Elaboration (5) | ACLCHC254 | Content Descriptions | Years 9 and 10 | 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