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Elaboration (1) ACLCHC004

cutting and pasting characters from a provided set to make a mini book

Elaboration (3) ACLCHU011

copying or tracing characters with attention to stroke order and direction

Elaboration (1) ACLCHU123

copying characters with attention to the location, direction and order of strokes

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 (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 (2) ACLCHU124

understanding that as for English there are basic rules of word order in Chinese (subject-verb-object)

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 (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 (1) ACLCHU191

viewing a variety of blogs and comparing language use in order to hypothesise about the age and gender of the authors

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 (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

exploring the process of character construction, including counting the number of strokes, describing the shape of strokes, differentiating between similar strokes, and following general rules of stroke order

Elaboration ACLCHC120

sharing knowledge of Chinese with others, explaining features that differ from English, for example, how periods of the day are defined and word order for date and time

Elaboration ACLCHU207

exploring how the rules of word order can be altered in informal interactions, for example, noticing that the time can be placed at the end of sentences in speech but not in writing

Elaboration (2) ACLCHU012

recognising that simple statements in Chinese tend to follow English word order, but that questions do not, for example, ‘Do you have a cat?’ versus 你有猫吗？

Elaboration ACLCHU091

learning the number, nature and sequence of strokes; exploring the range of stroke types used in characters; learning to write with a focus on stroke direction and order, and on balance and proportion within the square

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 (4) ACLCHC132

outlining steps in a procedure, using sequential markers such as 第一，第二，第三, for example, sequencing pictures in the correct order to demonstrate how to make dumplings

Elaboration (1) ACLCHU139

applying rules of stroke direction and stroke order when writing characters, paying attention to details such as length of a stroke to discriminate similar forms, for example, 土 and 士

Elaboration (5) ACLCHC212

using listening strategies appropriate to a range of purposes, including listening for specific information, listening for key ideas, listening for overall understanding, or listening in order to repeat information to others

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Curriculum Elements Types