Elaboration (1) ACLCHC004
cutting and pasting characters from a provided set to make a mini book
Elaboration (1) | ACLCHC004 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC054
using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
Elaboration (3) | ACLCHC054 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (8) ACLCHC215
using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town
Elaboration (8) | ACLCHC215 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHC081
using set phrases to greet, thank, apologise and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起
Elaboration (3) | ACLCHC081 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (5) ACLCHC194
using set phrases to greet, thank, apologise, and ask permission from peers and teacher, for example, 我可以上厕所吗？；谢谢；对不起
Elaboration (5) | ACLCHC194 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (7) ACLCHU107
recognising the two-syllable preference in Chinese nouns and applying this understanding when reading texts
Elaboration (7) | ACLCHU107 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU139
developing skills in identifying the structure and components of a compound character, for example, 学 has two components and they are of top-and-bottom structure
Elaboration (2) | ACLCHU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (3) ACLCHU244
considering the role of English in the world, for example, examining the popularity of Chinese and English in second language programs and why individuals and nations believe proficiency in these two languages is important
Elaboration (3) | ACLCHU244 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC098
identifying unacceptable behaviours at school and devising a set of posters or signs in Chinese to remind people of school expectations, for example, 爱护花草，请安静， 可回收物/不可回收物，关闭手机
Elaboration (4) | ACLCHC098 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC102
creating narratives that hold the attention of readers (for example, beginning a story with 你知道吗？), experimenting with 正叙，倒叙，插叙 to sequence events and using descriptive language to set the scene
Elaboration (1) | ACLCHC102 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU059
recognising the two-syllable preference in Chinese nouns, and applying this understanding when reading for meaning in words with suffixes such as 学校、学生、学习
Elaboration (4) | ACLCHU059 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
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 (4) | ACLCHU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHC146
locating suppliers of Chinese learning materials through websites and other sources, for example, 你这本书是在哪儿买的？我们班要买一套图书，中国城的那家中文书店怎么样？ to select a class set of readers
Elaboration (1) | ACLCHC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU209
exploring the origins of 成语 and 歇后语 encountered in texts such as 朝三暮四，姜太公钓鱼, and using set phrases to share or convey a cultural idea in own writing, for example, 塞翁失马，笨鸟先飞
Elaboration (2) | ACLCHU209 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHU011
identifying syllables that make up Chinese words, such as 小/老/鼠 (xiǎo/lǎo/shǔ), and understanding that words such as 熊猫 (xióng māo) have two syllables, with each syllable having a meaning
Elaboration (4) | ACLCHU011 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (2) ACLCHU027
making connections between basic characters and related component forms (for example, radicals like 手 and 扌;人 and 亻), and recognising the number and arrangement of components in a compound character, for example, that 众 has three components and 打 has …
Elaboration (2) | ACLCHU027 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum