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Elaboration (1) ACLCHU123

copying characters with attention to the location, direction and order of strokes

learning the sound and meaning of commonly seen basic characters (独体字) and components (部件), such as 木 (tree) and 人 (person), and making connections between basic characters and their bound forms (非成字), such as 水 and 氵

Elaboration (3) ACLCHU123

identifying components and their various forms in different locations within characters, for example, 人、从、合; 心、情、思

Elaboration (4) ACLCHU123

learning that Chinese words are made up of two or more characters, with each character contributing meaning to the word, for example, 大人 (literally ‘big person’) means ‘adult’

Elaboration (1) ACLCHC133

discussing depiction and features of characters in various forms of entertainment, such as differences between characters and how these differences are demonstrated, for example, in the cartoon 《喜羊羊和灰太狼》

Elaboration (1) ACLCHC135

designing bilingual signs (characters/Pinyin/English) to post on key buildings and rooms around the school that convey short messages such as descriptions of the place or the rules in that place

Elaboration (1) ACLCHU139

applying rules of stroke direction and stroke order when writing characters, paying attention to details such as length of a stroke to discriminate similar forms, for example, 土 and 士

Elaboration (3) ACLCHU139

categorising characters with common components (such as 花、草、菜), and making connections between meanings and sounds of components and meanings and sounds of characters, for example, 目 (eye) in 看 (to look at)

Elaboration (4) ACLCHU139

recognising the use of traditional and simplified characters in the local community (for example, 《大洋时报》 uses traditional characters), exploring texts in both forms of characters and analysing differences in orthography, for example, 门 and 門

Elaboration (5) ACLCHU139

identifying personal connections with one or both forms of characters, for example, 我妈妈教我写简体字，因为妈妈是从北京来的

Elaboration (4) ACLCHC149

reading extracts from culturally significant children’s literature, discussing their personal responses to the characters and storyline, and writing a journal to relate the story to personal experience or express empathy for characters involved

Elaboration (3) ACLCHC150

creating stories in various literary styles (for example, 记叙文、散文、诗歌), experimenting with descriptive language to convey the intensity of characters’ emotions, and events , using written styles of language, for example 我看到好多漂亮的花，有粉红的，雪白的，真是太美了

Elaboration ACLCHU155

inferring the meaning of unfamiliar characters by identifying familiar semantic and phonetic components of compound characters, and using contextual clues to map the form of characters to sound and meaning

Elaboration (2) ACLCHU155

writing characters with correct structure and proportion when writing with and without 田字格, and discussing issues with remembering and reproducing individual components in characters, for example, discriminating between characters such as 冒、昌…

Elaboration (1) ACLCHU156

discriminating between the contextual meanings of characters with multiple meanings, such as 家 in 家人 and in 画家

Elaboration (2) ACLCHC166

creating written and multimodal narrative accounts of the life experiences of major historical figures or characters from literature, for example, 诸葛亮，孔子和他的学生

Elaboration ACLCHU175

reading traditional-form texts on familiar topics and inferring meanings of key characters

Elaboration (1) ACLCHU175

comprehending texts in traditional characters encountered in everyday contexts by drawing a connection with the character’s simplified version, for example, 匾 used at a tourist site

Elaboration (1) ACLCHC182

analysing common features of entertainment across different forms of media, for example, describing what makes an engaging plot; examining the types of characters that appeal to certain audiences

Elaboration ACLCHC183

assuming the persona of a character from a film or story, and reflecting on their experiences; writing letters to characters expressing their support

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