Elaboration ACLCHC099
documenting specific details of events, customs and lifestyles obtained from diverse sources (for example, video clips and face-to-face interviews), and summarising the information in order to form a balanced view to share with others
Elaboration | ACLCHC099 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC100
reading tourist brochures and websites detailing lifestyles in diverse locations in the Sinophone world, identifying features of local lifestyles that reflect modernity or tradition, and evaluating the information for relevance, appropriateness and s …
Elaboration | ACLCHC100 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC100
developing an information kit, supported by visuals, about their local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment, and cultural activities
Elaboration (1) | ACLCHC100 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC132
giving a short presentation to convey information gathered from multiple sources, such as investigating 南京的天气 by interviewing the teacher and listening to a podcast of a weather forecast
Elaboration | ACLCHC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC164
collating information from personal research and writing reports on issues relevant to young people across cultures, for example, pressure to follow fashions and trends, bullying in schools, and inspirational people
Elaboration (3) | ACLCHC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC179
gathering information from a range of sources on a contemporary or historical Chinese figure to evaluate that person’s impact on Chinese society past or present, for example, Mao Zedong, Deng Xiaoping, Jiang Jieshi or Confucius
Elaboration (1) | ACLCHC179 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC181
designing a research plan for learning tasks, such as 《人口增长》, and listing sources of information, data needed, questions to be asked and stating reasons for own decision making
Elaboration (3) | ACLCHC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU190
comparing how statistical data such as census information or surveys is collated and referred to in Chinese and English texts, including consideration of the levels of in-text referencing required across both languages
Elaboration | ACLCHU190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (9) ACLCHC196
representing information to others by restating key phrases and explaining reasons for actions and feelings, for example, 她很高兴, 因为…
Elaboration (9) | ACLCHC196 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC197
obtaining and representing information from texts that include both text and visual images to explain aspects of lifestyle or culture in different communities, for example, TV guide, brochures, advertisements or timetables
Elaboration (4) | ACLCHC197 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC213
developing an information kit about the local city or region to provide to Chinese visitors via a local tourism website, including details on history, climate, environment and cultural activities supported by visuals
Elaboration (1) | ACLCHC213 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU222
comparing how statistical data (such as census information or surveys) are collated and referred to in Chinese and English texts, including consideration of the levels of in-text referencing required across both languages
Elaboration (1) | ACLCHU222 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU239
enhancing their understanding of how information is organised to achieve particular communicative purposes, for example, 是…的 and 被 structure
Elaboration | ACLCHU239 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC247
evaluating how information is presented in diverse forms of media across cultures, for example, comparing the impact of live news reports involving interviews with witnesses, and newspaper articles on the same event
Elaboration (1) | ACLCHC247 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU144
reading Chinese idioms (成语故事; for example, 《指鹿为马》、《狐假虎威》、《买椟还珠》、《拔苗助长》), and discussing their meanings; exploring the relevance and significance of these idioms to contemporary life and how these phrases are used in daily communication, such as 生日快乐 for …
Elaboration (3) | ACLCHU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC051
interviewing teachers or other familiar adults about their experiences (for example, 他小时候每天都骑自行车) and presenting this information to the class, quoting the source of information [有人说；她告诉我；根据这个节目介绍
Elaboration (3) | ACLCHC051 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC052
recognising the word/phrase boundaries in 我们学校/有/二百八十七个学生 and applying knowledge of Chinese information-sequencing rules, for example, using the knowledge that Chinese speakers organise information from most general to most specific in order to locate …
Elaboration (1) | ACLCHC052 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC099
interviewing teachers or other familiar adults about their experiences (for example, 他小时候每天都骑自行车) and presenting this information to the class, quoting the source of information, for example, 有人说；她告诉我
Elaboration (3) | ACLCHC099 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC131
interviewing familiar people, such as parents, teachers, peers and community members, and appreciating their significance as sources of information about Chinese language and culture, identifying possible sources of information beyond the classroom, for …
Elaboration | ACLCHC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC147
researching a topic by analysing what information is needed, employing Chinese search engines to access a range of sources of information online, and choosing the most suitable sources, for example, 这个网站看上去像正规网站吗？ 这个网站是官网吗?
Elaboration (6) | ACLCHC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum