Elaboration (4) ACLCHC183
creating plays in response to classical literature, such as 《草船借箭》, considering how the character’s personality can be reflected in dialogue
Elaboration (4) | ACLCHC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHU189
comparing how ideas are ordered and substantiated across genres and languages, for example, in Chinese essay-writing the author’s position is generally stated at the end, whereas in Australian academic writing it is stated at the beginning
Elaboration | ACLCHU189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHC194
responding to teacher’s praise (for example, 非常好， 太棒了) or suggestions, for example, 明天做，今天休息
Elaboration (7) | ACLCHC194 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC195
producing Chinese language versions of school promotional materials to assist the Chinese community to engage with school activities, for example, a school fete, principal’s tour, sister school visit
Elaboration (4) | ACLCHC195 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC198
reading extracts from culturally significant Chinese children’s literature, discussing their personal responses to the characters and storyline, and relating the story to personal experience or expressing empathy for characters
Elaboration (3) | ACLCHC198 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC199
plotting a storyline in Chinese, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
Elaboration (5) | ACLCHC199 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC202
identifying language use in different contexts, such as a family eating out in a restaurant (for example, noticing the seating arrangement, the background environment and how dishes are ordered and presented) and discuss how this compares to one’s own …
Elaboration (2) | ACLCHC202 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU224
predicting the meaning of texts in traditional characters encountered in everyday contexts by relating the character’s simplified version, for example, 匾 in a tourist site
Elaboration (1) | ACLCHU224 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC232
creating texts depicting the experiences of Chinese people in Australia, for example, writing a narrative reflecting a Chinese person’s adjustment to a new life in Australia based on an interview conducted with an older member of the local Chinese co …
Elaboration | ACLCHC232 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC233
discussing cultural connotations of words that express emotions, such as 幸福 versus ‘happy’; 怎么回事? versus ‘What’s wrong?’
Elaboration | ACLCHC233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC248
reading news articles and historical accounts of world events such as natural disasters, Olympic games, celebrations or commemorations of historical significance (such as Anzac Day), and exploring how the author’s personal values and experiences influence …
Elaboration (1) | ACLCHC248 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC250
comparing how concepts such as love, bravery and friendship are expressed in Chinese and English poetry, for example, comparing 陆游的《钗头凤》 and Elizabeth Barrett Browning’s ‘How Do I Love Thee?’; comparing poems of national unity (after war) and Banjo Paterson’s …
Elaboration | ACLCHC250 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHC018
adapting teacher-modelled language and using word lists to correspond with others, for example, creating cards to express good wishes and season’s greetings to friends and family members (生日快乐, 母亲节快乐)
Elaboration (2) | ACLCHC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHC033
responding to the teacher’s questions with actions or answers (for example, answering the question 懂了吗？), and requesting or borrowing items from others using appropriate language such as 我想看看你的书，好吗？
Elaboration (7) | ACLCHC033 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU064
discussing how language use varies between communities, and reflecting on how communication is shaped by a community’s geographical location, languages and cultures, for example, 计算机 / 电脑， 哪儿 / 哪里
Elaboration (1) | ACLCHU064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC066
introducing a topic or issue for discussion with others (for example, the importance of China to Australia’s economy, the growth of Chinese tourism in Australia, or ways to promote a better understanding of China in Australian schools), and leading the …
Elaboration | ACLCHC066 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC067
extracting details and main ideas from texts, making judgements about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, identifying gist and main point/s …
Elaboration (4) | ACLCHC067 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC068
reading and sharing key information from diverse authors, making connections between the author’s opinion and attitudes towards particular topics (such as 中国的独生子女) and their background and experiences
Elaboration (1) | ACLCHC068 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU080
reflecting on taboos in language use and how these can impact on communication across cultures, for example: Is it okay to ask someone’s age in China? Why do numbers and colours matter? What are we superstitious about in Australia? What hand gestures …
Elaboration (4) | ACLCHU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC089
discussing appropriate language choices across cultures, for example, when meeting people for the first time or interacting with older people (such as a parent’s friend); how presentation of the residential address in Chinese and English reflects certain …
Elaboration | ACLCHC089 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum