Years 5 and 6 Chinese
The nature of the learners At this level students are expanding their social networks, experiences and communication repertoire in both their first language and Chinese. They continue to need guidance and participate in structured, collaborative tasks …
Years 5 and 6 | Years F–10 Sequence | Second 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
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
Achievement Standard Chinese Years 5 and 6
By the end of Year 6, students use spoken and written Chinese to initiate and maintain interactions. They describe and give information about themselves and their preferences, their environment, experiences and interests, for example, 我很喜欢唱歌。我的学校很漂亮。我觉得澳大利亚是很好的国家. …
Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC001
learning to use gesture in communication to help convey meaning, for example, using Chinese finger gestures to show numbers
Elaboration (6) | ACLCHC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC009
expressing personal responses to aspects of culture encountered when viewing images, such as of classrooms, home environments or street scenes in diverse contexts, responding to teacher prompts (for example, What do you see …? What do you notice …? How …
Elaboration (6) | ACLCHC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHU011
building new words by combining familiar meanings such as 红+苹果
Elaboration (6) | ACLCHU011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC017
reporting group activity results to each other and the teacher, for example, Michael 喜欢打篮球，Sophie 喜欢游泳
Elaboration (6) | ACLCHC017 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC033
seeking permission from the teacher or peers to participate in activities or to be excused, for example, 我可以去喝水吗？
Elaboration (6) | ACLCHC033 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC037
reading aloud phrases such as 哎呀！天哪！ that are used to highlight the characters reactions to situations or the actions of others.
Elaboration (6) | ACLCHC037 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHU044
using alternative language to clarify intended meaning, for example, saying 我不胖不瘦 when they don’t know the phrase 中等身材
Elaboration (6) | ACLCHU044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC055
comparing word choices for warnings across languages, and discussing ways language is used to convey rules, expectations and permission, for example, comparing 闲人免进 to ‘Staff Only’
Elaboration (6) | ACLCHC055 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC067
making presentations on aspects of cultural practices and lifestyles in Chinese communities, providing a balanced perspective and avoiding stereotyping, for example, 很多中国人…；据报道，百分之三十的人口…
Elaboration (6) | ACLCHC067 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHU076
experimenting with 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我昨天买的书不太贵
Elaboration (6) | ACLCHU076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC089
comparing expressions of identity encountered in Chinese texts and interactions with their own sense of identity, for example, 他是美籍华人
Elaboration (6) | ACLCHC089 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHU091
identifying the relationships between the meaning of individual morphemes in words and exploring how these morphemes apply in a wider range of word contexts
Elaboration (6) | ACLCHU091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC101
collaborating to create short performances, for example, a skit about celebrating Spring Festival, a simple lyric for a song about school life, or a rap about being a student of Chinese
Elaboration (6) | ACLCHC101 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHC105
reflecting on how one’s own cultural values and norms may relate to those of Chinese speakers, for example: What are the values held by Chinese speakers? Which of my own values are non-negotiable? What Chinese values do I feel I should validate and s …
Elaboration (6) | ACLCHC105 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHU107
exploring the use of diverse character-morphemes to express similar ideas, for example, identifying multiple characters for ‘food’ (饭、菜、食、餐) and organising and classifying words containing these characters to understand their context of use
Elaboration (6) | ACLCHU107 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (6) ACLCHU111
examining how the adaptation of words reflects and encourages change, for example, gender equality is reflected in the use of 妳 to acknowledge females and 他 to include both men and women
Elaboration (6) | ACLCHU111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum