Achievement Standard Chinese Years 5 and 6

By the end of Year 6, students use spoken and written Chinese to maintain interactions with familiar and unfamiliar people across a growing range of situations (for example, 你星期几去汉语学校？,你说…对吗？); to convey information, opinions and experiences (for …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Years 5 and 6 Chinese

The nature of the learners Students use their bilingual and bicultural capabilities and understandings within the world of their own experience and imagination and draw on some topics from other learning areas. They are extending their knowledge of language …

Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU157

Recognise and apply conventions of personal texts and compare textual features of different texts

Elaborations ScOT Terms

ACLCHU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHC147

Locate and compare factual information from different sources about different communities and lifestyles[Key concept: lifestyle; Key processes: informing, selecting]

Elaborations ScOT Terms

ACLCHC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU154

Recognise the use of tone, intonation and stress of words to express emotion, opinion and attitude

Elaborations ScOT Terms

ACLCHU154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

ACLCHU156

Understand and use basic structures and features of Chinese grammar to enhance meaning and clarity of expression

Elaborations ScOT Terms

ACLCHU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHC148

developing informed opinions to share with others, giving examples (for example, 澳大利亚人说很多语言，比如英语，汉语，法语等等) and comparing information, for example, 中国人口比澳大利亚的多)(我觉得我们应该帮爸爸妈妈做家务

Elaboration | ACLCHC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (7) ACLCHU156

differentiating use of grammar based on context, for example, using sentences with more formal structures in report writing

Elaboration (7) | ACLCHU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHU159

exploring the impact of English on Chinese language use, such as recognising transliteration in Chinese, for example, 可口可乐

Elaboration (2) | ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (3) ACLCHU158

analysing language use to identify degree of intimacy or distance between participants, for example, 咱俩、我们、我和您

Elaboration (3) | ACLCHU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration ACLCHU159

exploring language ‘borrowing’, such as English words ‘borrowed’ from Chinese (for example, ‘yum cha’ and ‘kung fu’) and the impact of English on Chinese language use today, for example, 考拉、汉堡包

Elaboration | ACLCHU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (1) ACLCHU160

exploring how the languages that people know can impact on the way they communicate in other languages, for example, the use and frequency of ‘thank you’ and 谢谢 is a sign of westernisation, whereas in Chinese it is not used as often as overuse indicates …

Elaboration (1) | ACLCHU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHU160

exploring how cultural concepts of family and the importance of one’s sense of connection to others influence use of language, for example, in the greeting 阿姨好！ (‘Hello, Aunty!’), where ‘aunty’ may be a colleague of their mother’s and a total stranger …

Elaboration (2) | ACLCHU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (2) ACLCHC149

recognising the influence of traditional culture on modern popular entertainment, for example, considering the use of traditional instruments in popular songs, the composition of modern songs from well-known traditional poems such as 《水调歌头•中秋》, and the …

Elaboration (2) | ACLCHC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum